Scholarlink

<p>The study investigates the effects of AI-enhanced multi-display language teaching systems on English as a Foreign Language (EFL) learners. Utilizing a pretest–posttest random assignment experimental design, the research involved 302 EFL students aged 19 to 28 in a higher education setting. The study examines the effects of AI-powered virtual tutoring, interactive language learning platforms, and AI-supported collaborative learning environments on learning motivation, cognitive load management, and learner autonomy. The results indicate significant improvements in cognitive load management, motivation, and learner autonomy among students who participated in AI-enhanced interventions compared to a control group. Notably, the group using AI-powered virtual tutoring demonstrated the greatest improvement. The findings highlight the theoretical potential of AI-enhanced environments to improve EFL learning outcomes and underscore the practical importance of integrating AI interventions in language education to enhance motivation, manage cognitive load, and foster learner autonomy.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Effects of AI-enhanced multi-display language teaching systems on learning motivation, cognitive load management, and learner autonomy

  • 期刊论文

  • 发表日期：

    2025年3月8日

查看全文
  • Xiaoqing Hong,
  • Li Guo

摘要

The study investigates the effects of AI-enhanced multi-display language teaching systems on English as a Foreign Language (EFL) learners. Utilizing a pretest–posttest random assignment experimental design, the research involved 302 EFL students aged 19 to 28 in a higher education setting. The study examines the effects of AI-powered virtual tutoring, interactive language learning platforms, and AI-supported collaborative learning environments on learning motivation, cognitive load management, and learner autonomy. The results indicate significant improvements in cognitive load management, motivation, and learner autonomy among students who participated in AI-enhanced interventions compared to a control group. Notably, the group using AI-powered virtual tutoring demonstrated the greatest improvement. The findings highlight the theoretical potential of AI-enhanced environments to improve EFL learning outcomes and underscore the practical importance of integrating AI interventions in language education to enhance motivation, manage cognitive load, and foster learner autonomy.