Publication: The Effect Of Ai-Blended Learning On Efl College Students’ Motivation And English Academic Achievement In Hunan, China
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Date
2025-09
Authors
Liu, Jingdan
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Abstract
The persistence of teacher-centered instruction in Chinese universities has been
shown to diminish students’ goal orientation, self-efficacy, and perceived instructional
support in English learning, which constrains their motivation and hinders language
performance. In English Language Teaching (ELT), effective instructional approaches
are essential to fostering meaningful learning. While conventional and blended
instructional approaches remain common, the integration of artificial intelligence (AI)
into blended learning (i.e., AI-blended) is gaining popularity. This study investigates
the impact of conventional, blended, and AI-blended instructional approaches on
students’ motivational constructs (i.e., goal orientation, self-efficacy, and perceived
instructional support), and their English academic achievement. It also explores how
these motivational factors influence English academic achievement and compares the
strengths and weaknesses of blended and AI-blended instructional approaches.
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Keywords
The Effect Of Ai-Blended Learning , Efl College Students’ Motivation And English Academic Achievement , Hunan , China