Disclosing motivation and educational self-efficacy in AI-enhanced EFL learning via a lenz into reflective thinking, academic mindfulness, and teacher support

Enhancing learning results in the field of language education requires a vital responsibility of cultivating motivation and self-efficacy among learners of English as a Foreign Language (EFL). Key determinants that may impact these psychological characteristics include reflective thinking, academic mindfulness, and teacher support. This study examines the traces of reflective thinking, academic mindfulness, and teacher support on Motivation and Educational Self-efficacy in a sample of 318 EFL learners in AI-enhanced EFL learning. By using Structural Equation Modeling (SEM) and Confirmatory Factor Analysis (CFA) with Lisrel, the study demonstrates that reflective thinking and academic mindfulness are crucial elements in improving learners’ motivation and self-efficacy. Moreover, the supporting function of teachers is recognized as crucial in fostering a favorable learning atmosphere. The results emphasize the interdependence of these components, indicating that the combination of reflective practices and mindfulness techniques, along with strong teacher support, may greatly enhance educational results in AI-enhanced learning environments. This study augments the comprehension of motivational dynamics and provides practical insights for instructors seeking to improve the experiences of EFL learners.