The DOI matches its Crossref record; 65 of the 66 references it cites were found in a registry or an index.
Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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)
Citations
Cites
Handbook of Research on Student Engagement
(2012) · doi:10.1007/978-1-4614-2018-7 · Cited by 3,050
A Self-determination Theory Perspective on Student Engagement
Reeve, J. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_7 · Cited by 1,650
Evolution and Revolution in Artificial Intelligence in Education
Roll, I., & Wylie, R. (2016) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-016-0110-3 · Cited by 1,229
Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2022.100118 · Cited by 1,181
Student Engagement: What Is It? Why Does It Matter?
Finn, J. D., & Zimmer, K. S. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_5 · Cited by 1,139
Role of AI chatbots in education: systematic literature review
Labadze, L., Grigolia, M., & Machaidze, L. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00426-1 · Cited by 1,043
Huang, W., Hew, K. F., & Fryer, L. K. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12610 · Cited by 830
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.731721 · Cited by 762
Self-citationThe SAGE Handbook of Social Research Methods
Alasuutari, P., Bickman, L., & Brannen, J. (2008) · SAGE Publications Ltd eBooks · doi:10.4135/9781446212165 · Cited by 759
Song, C., & Song, Y. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1260843 · Cited by 717
Flagged first, then by citations
Research works printed but not linked: 3
- Chen, 2024, The facilitative role of social media in EFL/ESL students' language skills and academic engagement: A theoretical analysis, Language Related Research, 15, 225
- Kang, 2022, Effects of artificial intelligence (AI) and native speaker interlocutors on ESL learners' speaking ability and affective aspects, Multimedia-Assisted Language Learning, 25, 9
- Wang, 2023, A conceptual review on EFL teachers' motivation and engagement in flipped classrooms: A social networking platform, Language Related Research, 14, 239
Cited by
Sorted by citations
Items 201–300 of 329
Shi, Y., Lu, L., & Zhang, Q. (2025) · Chinese Studies · doi:10.4236/chnstd.2025.142010 · Cited by 3
Wang, D., Wu, Q., & Lei, C. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1617592 · Cited by 2
“These changes in learning engagement further promotes students’ understanding and mastery of knowledge, improves learning efficiency and quality, and ultimately has a positive impact on academic performance (Skinner and Belmont, 1993; Lin and Wang, 2024).”
Idiographic self-regulated affordance uptake in AI-mediated language learning
Nguyen, Q. N., & Hue, D. D. T. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2581414 · Cited by 2
“Recent studies confirm that AI-driven chatbots can foster academic engagement (Wang & Xue, 2024), that GenAI-assisted environments can facilitate flow experiences (Wu & Wang, 2025), and that large language model-based learning can influence engagement, self-efficacy, and anxiety in EFL contexts…”
Sun, Q. (2026) · European Journal of Education · doi:10.1111/ejed.70446 · Cited by 2
Dong, S., & Gan, F. (2026) · European Journal of Education · doi:10.1111/ejed.70489 · Cited by 6
Zhao, X., Liang, H., Zhao, W., & Chen, Y. (2026) · European Journal of Education · doi:10.1111/ejed.70501 · Cited by 3
Lyu, C., Shi, T., & Li, S. (2026) · BMC Psychology · doi:10.1186/s40359-026-04229-7 · Cited by 2
“…are tailored to learners’ specific needs and contexts [25],learner control, representing perceived autonomy over pacing, sequencing, and content navigation [38, 44],and learning engagement, reflecting the learner’s emotional, behavioral, and cognitive investment in the interaction [46, 51].”
Li, W., Xu, Y., Yao, L., & Liu, Y. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1768389 · Cited by 3
“This finding is consistent with research by Wang and Xue (2024), which highlights the role of interactive digital tools in enhancing learner enjoyment and engagement.”
Zhao, X., Wang, D., & Liu, G. (2026) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-026-01098-x · Cited by 2
PERCEIVED IMPACT OF AI-ASSISTED LEARNING ON CRITICAL THINKING: EVIDENCE FROM CHINESE ENGLISH MAJORS
Li, Z., & Ganapathy, M. N. G. (2026) · International Journal of Modern Education · doi:10.35631/ijmoe.829026 · Cited by 2
Langill, T. A., & van Houten, M. M. (2026) · Education Innovations Systems and Future Learning · doi:10.1108/eisfl-11-2025-0053 · Cited by 2
Shirvan, M. E., & Taherian, T. (2026) · Language learning & technology · doi:10.64152/10125/73681 · Cited by 4
“…opportunities, especially for improving speaking skills through instant feedback and low-anxiety environments (Fathi et al., 2024; Guo & Wang, 2024; Kruk & Kałużna, 2024; Liu et al., 2024a, 2024b; Liu & Ma, 2023; Muniandy & Selvanathan, 2024; Tai & Chen, 2024; Wang & Xue, 2024; Zou et al., 2024).”
Wang, C., Li, X., Jin, H., & Zou, B. (2026) · Computer Assisted Language Learning · doi:10.1080/09588221.2026.2680421 · Cited by 3
Zou, B., Wang, C., 胥苗林, Zhang, W., Zan, R., & Liang, M. (2026) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-026-01128-8 · Cited by 3
Lege, R., Bonner, E., & Aikawa, T. (2024) · Technology in Language Teaching & Learning · doi:10.29140/tltl.v6n3.1716 · Cited by 5
Feng, Q., & Guo, Z. (2024) · Forum for Linguistic Studies · doi:10.30564/fls.v7i1.7631 · Cited by 7
Niu, R., Wu, W., Li, Q., & Fang, Y. (2025) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2025.2524495 · Cited by 2
“…Wang and associates found that AI-driven chatbots enhance students’ academic engagement and offer valuable insights for language educators (Y. Wang & Xue, 2024), specifically about the utilization of artificial intelligence to augment teaching, monitor students’ emotional states, and enhance…”
Chang, T., Hsu, H.-Y., & Lei, Z. (2025) · The International Journal of Management Education · doi:10.1016/j.ijme.2025.101305 · Cited by 2
Chen, Y., & Shim, J. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1762106 · Cited by 2
“…research on GenAI-supported L2 writing, existing studies have predominantly focused on the affordances and classroom applications of GenAI tools, with limited exploration of the broader instructional ecology in which they are situated (Asad et al., 2024; Kasneci et al., 2023; Wang and Xue, 2024).”
Smart Teaching: The Synergy of Multiple Intelligences and AI in EFL InstructionPreprint
Pitychoutis, K. M., & Rawahi, A. A. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4975286 · Cited by 2
Artificial Intelligence and the Transformation of Career Technical Education
Crevar, A. R., Dubey, P., & Rischard, M. W. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-5092-9.ch002 · Cited by 1
Relevance of Artificial Intelligence in Assessment
Dubey, P., Crevar, A. R., & Rischard, M. W. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-2397-8.ch016 · Cited by 1
Digital Divide in Spanish Education
Gao, Y. (2025) · Journal of Cases on Information Technology · doi:10.4018/jcit.387080 · Cited by 1
Zhang, F., & Xu, H. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-05683-1 · Cited by 1
“…various theoretical frameworks have contributed to this understanding, they converge in highlighting cognitive motivation as a dynamic interaction between an individual ’ s mental processes and their perceived task value and expectations of success (Bandura and Cervone, 1986; Wang and Wang, 2024).”
Wu, Y. (2025) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2025.2567036 · Cited by 1
Wang, L. E., Pan, Z., & Wang, B. (2026) · Information Technology and Management · doi:10.1007/s10799-026-00494-5 · Cited by 1
Wang, Q., & Yao, N. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13816-x · Cited by 1
“These perspectives are suitable because AI-IDLE involves socio-1 cultural differences and technology interaction (Liu et al., 2024b; Wang et al., 2024 ).”
Shi, H., & Sun, W. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.70079 · Cited by 1
Zhang, Y., & Hashemifardnia, A. (2026) · Computer Assisted Language Learning · doi:10.1080/09588221.2026.2613722 · Cited by 2
Ge, L., Xia, Y., & Yang, C. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1747355 · Cited by 4
“This paradigm narrowly evaluates AI’s direct, functional utility, such as enhancing instructional efficiency, personalizing tasks, or boosting engagement metrics (Huang et al., 2023; Almusaed et al., 2023; Wang and Xue, 2024) by treating it as an isolated technological intervention.”
An ecological approach to L2 learners’ engagement with written feedback
Long, Z., & Xu, J. (2026) · Assessing Writing · doi:10.1016/j.asw.2026.101028 · Cited by 1
Wei, H., Xiang, B., Zheng, X., & Yang, J. (2026) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2026.2630076 · Cited by 2
“These applications have rapidly integrated into the daily lives of Chinese users, serving not only as chat tools for emotional support but also as assistants for language learning (Wang & Xue, 2024).”
Qin, F., Liu, B., Li, W. P., Li, H., & Li, J. (2026) · SAGE Open · doi:10.1177/21582440261430425 · Cited by 2
“The platform includes digital courses, teaching management, interactive modules, a resource center, and other integrated tools (Wang & Xue, 2024).”
Liu, S., Wang, W., Yao, Y., & Li, D. (2026) · European Journal of Education · doi:10.1111/ejed.70627 · Cited by 1
Artificial Intelligence in Mobile-Interactive EFL Learning Environments
Zhou, B., Lim, S. P., Kabir, N., Bouteraa, M., & Asna, A. (2026) · International Journal of Interactive Mobile Technologies (iJIM) · doi:10.3991/ijim.v20i08.59677 · Cited by 5
Teng, M. F., & Yin, F. (. (2026) · Computers & Education X Reality · doi:10.1016/j.cexr.2026.100168 · Cited by 1
An AI-Driven Decision Framework for Promoting Sustainable Entrepreneurship in Vocational Colleges
Rong, C. (2024) · Decision Making Applications in Management and Engineering · doi:10.31181/dmame7220251481 · Cited by 1
“Designing AI tools for these programmes should balance subject-oriented objectives with student-centred delivery [ 33 ].”
Ping, X., & Zhi, Y. (2026) · European Journal of Education · doi:10.1111/ejed.70769 · Cited by 3
AI and student motivation: A scoping review
Li, J., King, R. B., Chai, C. S., Lee, V. W. Y., & Li, R. (2026) · Journal of Research on Technology in Education · doi:10.1080/15391523.2026.2672515 · Cited by 1
Wang, Q., & Wang, Y. (2026) · European Journal of Education · doi:10.1111/ejed.70824 · Cited by 1
Self-citationThe Ecological Framework of ICT Used in Teaching and Learning: A Case Study in Kazakhstan
Nogaibayeva, A. A., Yersultanova, G., Taş, M., Ozkan, A., & YILDIZTAŞ, A. (2024) · Forum for Linguistic Studies · doi:10.30564/fls.v6i6.7234 · Cited by 2
“Moreover, Wang and Xue demonstrated that AI–driven chatbots could effectively enhance academic engagement among Chinese EFL students, indicating a promising avenue for intervention strategies in language learning [40] .”
Lavanya, B., Arunadevi, V., Bordoloi, D., Kavitha, P., Jegu, A., & Alphonse, F. R. (2024) · International Conference on Artificial Intelligence and Quantum Computation-Based Sensor Application (ICAIQSA) · doi:10.1109/icaiqsa64000.2024.10882366 · Cited by 1
“Wang and Xue [9] assessed the effects of AI chatbots on learning engagement of Chinese EFL students of 113 students with one group teaching using the chatbots while the other received conventional teachings.”
University Students' Sense of Belonging in AI-Mediated EFL Classrooms
Pham, C. H. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-0969-9.ch011 · Cited by 1
Jiao, J., & Shakibaei, G. (2025) · International Journal of Inclusive Education · doi:10.1080/13603116.2025.2565404 · Cited by 3
“Additionally, the results are supported by research from Almusaed, Yitmen, and Almssad (2023), Huang, Zou, Cheng, Chen, and Xie (2023), Wang and Xue (2024), Xu and Wang (2024), Zhang, Meng, and Ma (2024), Yuan and Liu (2025), Ma and Chen (2024), Lee, Shin, and Noh (2023), Jiang et al. (2021), Fuchs…”
Cheng, H.-H. (2025) · Lecture notes in computer science · doi:10.1007/978-3-031-98185-2_3
Hu, Y., Curdt‐Christiansen, X. L., & Wang, J. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5353491
Wang, T., & Long, Y. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5362327
Expanding Spaces for Language Learning in Higher Education
Pham, C. H. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-6187-1.ch008
Tsarev, R. Y., Senapati, B., Nikolaeva, I. V., Nigmatova, D., Nikulushkin, A., & Muracova, N. (2025) · Lecture notes in networks and systems · doi:10.1007/978-3-032-00239-6_18
Wang, D. (2025) · Educational Psychology · doi:10.1080/01443410.2025.2576072 · Cited by 1
“Teachers are among the key factors associated with students’ FL learning (Mochklas et al., 2023), since active participation is essential for language acquisition (Wang & Xue, 2024).”
InfluentialBao, W., Yusop, F. D., & Chang, X. (2025) · Discover Computing · doi:10.1007/s10791-025-09787-9 · Cited by 1
Enabling Interactive Education With Low‐Latency Large Language Models
Wu, W., Guo, L., Yu, W., Chen, T., Ruan, X., & Li, S. (2025) · Concurrency and Computation Practice and Experience · doi:10.1002/cpe.70407 · Cited by 1
“Khan Academy’s Khanmigo [68], NetEase Youdao’s educational large model “Zi Yue” [69], iFLYTEK’s “Xunfei Xinghuo Cognition” [70], Baidu’s “ERNIE Bot” [71], and Xueersi’s Math-GPT [72], though they may differ in specific functions and implementation methods are all designed to provide support and…”
Wei, W., & Lalli, G. S. (2025) · European Journal of Education · doi:10.1111/ejed.70366 · Cited by 3
Xie, Y., Jiang, C., Xu, Q., & Wang, J. (2025) · Language Teaching Research · doi:10.1177/13621688251385495
The Landscapes of L2 Spanish Education Research: What is in the Global South and the Global North?
Lu, X., Wang, X., & Wang, S. (2025) · International Journal of Applied Linguistics · doi:10.1111/ijal.70081
AI-GENERATED VISUAL CONTENT FOR EDUCATIONAL POSTERS
Jena, M. S. K., Punia, A., Malarvel, M., Jha, R. K., Anute, N., Barkade, S. S., & Kaur, G. (2025) · ShodhKosh Journal of Visual and Performing Arts · doi:10.29121/shodhkosh.v6.i4s.2025.6842
Wang, A., Yang, H., & Şengül, M. (2026) · European Journal of Education · doi:10.1111/ejed.70441 · Cited by 1
AI-Driven Instruction and Its Influence on EFL Learners' Self-efficacy, Self-regulation, and GritPreprint
Li, L., & Wang, Y. (2026) · Research Square · doi:10.21203/rs.3.rs-8282837/v1
Self-citationStudent Engagement with ChatGPT and Teacher Feedback in L2 Writing
Liang, J. (2026) · International Journal of Changes in Education · doi:10.47852/bonviewijce62026891
“Overall, students showed positive engagement with both types of feedback, which accords with the findings of Wang and Xue [39], suggesting that AI-driven chatbots can positively impact students’ academic engagement in Chinese EFL classrooms.”
Turun, G., Kazazoğlu, S., Yavuz, B., & Rusen, E. (2026) · Computers in Biology and Medicine · doi:10.1016/j.compbiomed.2026.111499 · Cited by 1
Public Policy generation: Enhancing AI Literacy in High School students
Guzmán-Segura, J. G. (2025) · International Workshop on Artificial Intelligence and Education (WAIE) · doi:10.1109/waie67422.2025.11381072
“Further research is needed on AI's impact on soft skills, critical thinking [15], and its application in secondary education [7].”
Liu, S. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106534
Yan, Y., Song, L., & liu, T. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.6297166
Training K–12 Teachers for AI Integration
Suárez, L. M. C., GUTIÉRREZ-JIMÉNEZ, B., & Domínguez, N. P. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-2600-0101-1.ch013
AI-Powered Virtual Teachers and Their Role in Developing Critical Thinking Skills
Aksin, A. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-2637-5.ch008
Xu, S., Su, Y., & Liu, K. (2025) · New frontiers in translation studies · doi:10.1007/978-981-95-4798-2_9
Rosario, E. N., & Ong, E. (2026) · Lecture notes in computer science · doi:10.1007/978-3-032-19687-3_22
Altınkaya, Z. Ö. (2026) · Sınırsız Eğitim ve Araştırma Dergisi · doi:10.29250/sead.1850635
Jiang, S., Wu, J. G., Xiong, Z., Xian, J., & Lam, C. T. (2026) · SAGE Open · doi:10.1177/21582440261418365
“Due to the role that educational technology may play in promoting student engagement (Rad et al., 2024; Wang & Xue, 2024), some scholars have empirically explored its impact on students’ engagement in listening practice.”
Jin, Z., Yin, J., Tian, Q., Zhou, X., Li, Y., Yang, T., & Luo, J. (2026) · Computers in Human Behavior Artificial Humans · doi:10.1016/j.chbah.2026.100288 · Cited by 1
Do perceived benefits influence scholars' intention to use generative artificial intelligence?
Lenart, R., Sułkowski, Ł., Kaczorowska–Spychalska, D., Mazurek, G., Kotula, N., & Cassar, V. (2026) · Central European Management Journal · doi:10.1108/cemj-08-2025-0254
Zaki, K., & Salama, W. (2026) · Administrative Sciences · doi:10.3390/admsci16040177
EMOTION-DRIVEN GENERATIVE SYSTEMS PRODUCING PERSONALIZED VISUAL ART BASED ON USER PREFERENCES
Prasanna Kumar, E., Ingale, K., Damodaran, B., Lalitchandra, M. R., Amin, R., & Kalra, S. (2026) · ShodhKosh Journal of Visual and Performing Arts · doi:10.29121/shodhkosh.v7.i4s.2026.7496
Zhang, J. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1813663 · Cited by 2
Alcocer, G. A. A., Martínez, E. A., Zubiría, M. M. C., Rodriguez, P., Delgado, L. D. F., de la Fuente, T. E. G., Gutiérrez, B. G., Romero, M. I. H., Figueroa, C. A. M., Marin-Marin, A., et al. (2026) · Universidad de Colima eBooks · doi:10.53897/li.2026.0009.ucol
Cai, J., Zhu, J., Tang, X., & Li, G. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1744690
Peng, L., Yang, X., Qi, L., & Xu, X. (2025) · International Conference on Intelligent Education and Intelligent Research (IEIR) · doi:10.1109/ieir67391.2025.11491566
Khan, M. S. H., & Habib, R. B. (2026) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2026.101099 · Cited by 2
Hope and fear in AI-based language teaching: opportunities, challenges, and emotions
TEKİN, E., KARAKAHRAMAN, Y., & Kır, D. B. (2026) · BMC Psychology · doi:10.1186/s40359-026-04754-5
“While earlier studies emphasized the need for digital literacy to reduce anxiety [66, 77], our findings suggest that AI-pedagogical integrity the ability to maintain human-centered instruction.”
Yang, C., & Liu, H. (2026) · European Journal of Education · doi:10.1111/ejed.70685
Zhang, Y., & Lin, Y. (2026) · European Journal of Education · doi:10.1111/ejed.70687 · Cited by 1
Ho, J. M., Hii, I. S. H., & Yip, K. Y. (2026) · Journal of International Education in Business · doi:10.1108/jieb-08-2025-0119
PLATONOVA, R. I., Muskhanova, I. V., Узденова, А. А., Хаджи-Муратовна, Б. Х., & Apish, F. (2026) · Lecture notes in networks and systems · doi:10.1007/978-3-032-24402-4_23
Dou, T. (2026) · Perceptual and Motor Skills · doi:10.1177/00315125261459732
Zhang, Y., Sun, Y., Liu, J., Shao, Y., Li, Y., & Dong, S. (2026) · Chinese Control and Decision Conference (CCDC) · doi:10.1109/ccdc69976.2026.11560067
Sun, S. Y., & Shen, X. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.7002138
Tsolakidis, I., Touloupis, T., Alevriadou, A., Giaouri, S., & Chasapis, D. (2026) · International Online Journal of Primary Education · doi:10.55020/iojpe.1936264
Fan, L., & Li, Z. (2026) · SAGE Open · doi:10.1177/21582440261420472
“Built on DeepSeek, these chatbots can engage learners in natural language conversations, provide instant feedback and personalized suggestions, and enhance users’ emotional experience to promote English learning motivation (Gibney, 2025; Y. Wang & Xue, 2024).”
Li, W., Xiao, L., & Huang, D. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2691904
Azzubaidi, K., & Alhamidani, M. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1861868 · Cited by 1
“The application of AI in the learning environment enhances student proficiency, encourages teamwork and communication, and provides learners with more convenient access to learning resources (Qiao and Zhao, 2023; Dai and Wang, 2024).”
Huang, F., & Zhao, Y. (2026) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-026-01130-0
Shi, S., & Wang, Y. (2026) · European Journal of Education · doi:10.1111/ejed.70791 · Cited by 1
Self-citationWu, W., Lalli, G. S., & Wu, H. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.107516
Exploring the Interplay of AI Literacy, Self-Regulated Learning, and Engagement in EFL Contexts
Mu, Y., Qian, J., & Liu, M. (2026) · SAGE Open · doi:10.1177/21582440261476340
Zhang, X., Qiao, Y., Wang, Y., Gao, Y., Zhang, Y., Li, A., & Li, S. (2026) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2026.2707715
Self-citationTian, F., Umar, I. N., & Jamiat, N. (2026) · Advances in Science, Technology & Innovation/Advances in science, technology & innovation · doi:10.1007/978-3-032-14373-0_1
Aboderin, O. S., & Pietersen, D. (2026) · Journal of Education · doi:10.17159/2520-9868/i105a03 · Cited by 2
“In language-learning contexts, Wang and Xue (2024) reported improved motivation and participation in underscoring the importance of multilingual and culturally sensitive design in ODeL.”
Wang, Y., & Zhi, R. (2026) · European Journal of Education · doi:10.1111/ejed.70815
Self-citationAlvarado, J. E. G., Lagos, J. C. E., & Oyarvide, W. R. V. (2026) · Revista Tribunal · doi:10.59659/revistatribunal.v6i16.521
Zhang, F., Chen, Q., & Wu, X. (2026) · System · doi:10.1016/j.system.2026.104135
Metadata
- 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
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
