Engagement in AI-supported learning is influenced by teacher support and personal best goals in vocational students, highlighting essential educational strategies.
The rapid integration of artificial intelligence (AI) into English language education has generated growing interest in understanding engagement in AI‐supported learning environments, particularly in vocational education contexts. Drawing on goal‐setting theory, this study examined the associations among teacher support, AI literacy, personal best goals, and engagement in AI‐supported English learning among vocational college students. Data were collected from 573 Chinese vocational college students with prior experience in AI‐assisted English learning. Structural equation modelling was employed to test the hypothesized relationships and mediating effects. The results indicated that teacher support and AI literacy were positively associated with personal best goals and engagement. Personal best goals were positively associated with engagement and served as a motivational correlate linking teacher support and AI literacy with engagement. By focusing on vocational college students, this study fills a critical gap in research on their engagement in AI‐supported language learning, informing the design of AI‐Supported vocational English instruction.
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Xi et al. (2026) studied this question.
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