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July 15, 2026European Journal of EducationOpen Access

Social, Motivational, and Methodological Pathways to Behavioural Engagement and Psychological Regulation in AI ‐Enhanced EFL Learning: The Roles of Self‐Efficacy and Perceived Fairness

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Authors

YJYanyang JinJWJijun Wang

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Overview

Randomized trial explores social, motivational, and methodological factors impacting engagement in EFL learners, suggesting implications for AI-enhanced education.

Key Points

  • This study aims to investigate the interplay of social, motivational, and methodological factors on learner engagement and regulation in AI-enhanced EFL contexts.
  • Survey data collected from 497 Chinese undergraduate EFL learners with AI experience.
  • Structural equation modelling (SEM) conducted using AMOS version 24 to analyze relationships among variables.
  • Social interaction quality positively related to self-efficacy (β=0.35, p<0.01) and task motivation.
  • Self-efficacy and task motivation predicted behavioural engagement (p<0.01, effect size not provided).
  • Perceived methodological fairness significantly predicted psychological regulation (β=0.40, p<0.01).

Cite This Study

Jin et al. (2026) studied this question.

synapsesocial.com/papers/6a57236f88b21df875480333https://doi.org/10.1111/ejed.70764
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