Publication:
The Effect Of Ai-Blended Learning On Efl College Students’ Motivation And English Academic Achievement In Hunan, China

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dc.contributor.authorLiu, Jingdan
dc.date.accessioned2026-07-16T06:55:44Z
dc.date.available2026-07-16T06:55:44Z
dc.date.issued2025-09
dc.description.abstractThe 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.
dc.identifier.urihttps://erepo.usm.my/handle/123456789/24720
dc.language.isoen
dc.subjectThe Effect Of Ai-Blended Learning
dc.subjectEfl College Students’ Motivation And English Academic Achievement
dc.subjectHunan
dc.subjectChina
dc.titleThe Effect Of Ai-Blended Learning On Efl College Students’ Motivation And English Academic Achievement In Hunan, China
dc.typeResource Types::text::thesis::doctoral thesis
dspace.entity.typePublication
oairecerif.author.affiliationUniversiti Sains Malaysia
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