Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study
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Wang and Xue (2024) found higher scores across all three aspects of engagement (affective, behavioral, cognitive) for Chinese EFL students using AI-powered chatbots.
“One intervention study by Wang and Xue (2024), which focused on Chinese EFL students using AI-powered chatbots, found higher scores across all three aspects of engagement: affective, behavioral, and cognitive.”
From Peer feedback and ChatGPT-generated feedback on Japanese EFL students’ engagement in a foreign language writing context (2025) · cites this paper as Wang and Xue (2024)
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“For instance, GenAI can foster immersive and interactive learning environments by contextualizing vocabulary and concepts within realistic scenarios (Wang and Xue 2024).”
Self-citationGenerative AI in Language Education: Bridging Divide and Fostering Inclusivity
Weng, Z., & Fu, Y. (2025) · International Journal of Technology in Education · doi:10.46328/ijte.1056 · Cited by 31 · see citing works
“Among these advancements, Generative Artificial Intelligence (GenAI) stands out as a particularly promising tool (Wang & Xue, 2024).”
Huang, J., & Teng, M. F. (2025) · Digital Applied Linguistics · doi:10.29140/dal.v2.102469 · Cited by 27 · see citing works
“One intervention study by Wang and Xue (2024), which focused on Chinese EFL students using AI-powered chatbots, found higher scores across all three aspects of engagement: affective, behavioral, and cognitive.”
Xu, S., Chen, P., & Zhang, G. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e39845 · Cited by 24 · see citing works
A meta-analysis examining AI-assisted L2 learning
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“For instance, Wang and Xue (2024) demonstrated that AI-driven chatbots positively impacted student engagement in Chinese English as foreign language (EFL) classrooms.”
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“For instance, GAI can be developed into a conversational chatbot to interact with pre-service teachers, providing personalized learning experiences, continuous feedback, and adaptive learning paths, which can effectively enhance English writing skills (Wang & Xue, 2024).”
Integrating AI-powered tools in EFL pronunciation instruction: effects on accuracy and L2 motivation
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Shen, L., Wang, S., & Xin, Y. (2025) · Learning and Motivation · doi:10.1016/j.lmot.2025.102168 · Cited by 25 · see citing works
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“To address these gaps, guided by the SDT, this study aims to investigate the relationships among perceived supports, BPNs (autonomy, competence, and relatedness), and Chinese EFL learners’ engagement (behavioral, emotional, cognitive, and agentic) in chatbot-assisted language learning.”
InfluentialZou, B., Xie, S., & Wang, C. (2025) · International Journal of Information and Communication Technology Education · doi:10.4018/ijicte.375387 · Cited by 20 · see citing works
Wu, H., Zeng, Y., Chen, Z., & Liu, F. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13672-9 · Cited by 21 · see citing works
“The rapid growth of GenAI in recent years has brought about a transformative influ - ence on educational practices, with a particular emphasis on L2 instruction (Wang & Xue, 2024).”
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“Therefore, GenAI chatbots may be able to enhance student behavioral, emotional, and cognitive engagement in language learning (Wang & Xue, 2024).”
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“Additionally, AI-powered multimedia systems and augmented reality tools are increasingly used to enhance engagement and situated learning (Adams Becker et al. 2017; Shadiev, Yang and Huang 2022; Shih 2010; Wang and Liang 2024).”
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“An intervention study by Wang and Xue (2024) focusing on Chinese EFL students using AI-powered chatbots reported improvements in all three areas of engagement.”
Wang, C.-H., & Zou, B. (2025) · International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2024-0310 · Cited by 24 · see citing works
“…of AI for instruction and assessment adds emotional and social dimensions to human-computer interaction, helping to reduce the “ transactional distance ” described by Moore (1993) and fostering a stronger sense of engagement and connection in the classroom (Huang et al. 2022; Wang and Xue 2024).”
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“As a result, growing scholarly interest (e.g., Pan et al., 2024; Wang & Xue, 2024; Yuan, 2023; Jeon, 2024) has been directed toward exploring and optimizing the integration of AI and chatbots in English as foreign language (EFL) environment.”
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“Likewise, Wang and Xue (2024) scrutinized the effect of AI-driven chatbots on the engagement levels of Chinese L2 students.”
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Mapping the evolution of AI in education: Toward a co-adaptive and human-centered paradigm
Feng, S., Zhang, H., & Gašević, D. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100513 · Cited by 25 · see citing works
Wang, X., & Wei, Y. (2025) · Applied Cognitive Psychology · doi:10.1002/acp.70088 · Cited by 14 · see citing works
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- Authors
- Wang, Y., & Xue, L.
- Affiliations
- North China University of Water Resources and Electric Power (CN)
- Henan University (CN)
- Corresponding author
- Xue, Lina
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2024-10
- Volume
- 159
- Pages
- 108353
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W4399851955
- Semantic Scholar
- a68f3266774b49456b6421fb13769c69883678ea
- Cited by
- 328
- References
- 62
- Citations by year
- 2026: 122 · 2025: 153 · 2024: 53
- FWCI
- 123.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Computers in Human Behavior (publishedVersion)
- Funders
- Henan University
- Foundation of Henan Educational Committee
- Topics
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- academic engagement, EFL learners, Chinese university students, behavioral engagement, cognitive engagement, emotional engagement, second language teaching, educational technology intervention
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