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AI Literacy in L2 Learners’ Motivation and Emotions: The Parallel Mediating Role of Autonomy | ||
| Applied Research on English Language | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 01 شهریور 1405 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22108/are.2026.148805.2743 | ||
| نویسندگان | ||
| Hanieh Hanieh Shafiee Rad1؛ Mina Naderi2؛ Ali Roohani* 1 | ||
| 1English Department, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran | ||
| 2English Department, Faculty of Letters & Humanities, Shahrekord University, Shahrekord, Iran | ||
| چکیده | ||
| The integration of artificial intelligence (AI) into language education has prompted interest in how AI literacy relates to learners’ autonomy, motivation, and emotions. However, limited research has examined the interrelationships and mechanisms underlying the associations among these variables. Accordingly, this study examined the direct and indirect relationships between AI literacy and L2 motivation and emotions, with L2 autonomy specified as a mediating variable using structural equation modeling (SEM). Participants were 221 volunteer Iranian EFL undergraduates at Shahrekord University, selected via convenience sampling in 2024-2025. Data were collected using Carolus et al.’s (2023) AI literacy questionnaire and Csizér et al.’s (2024) scales of L2 motivation, autonomy, and emotions. The data were analyzed using descriptive statistics, Pearson correlations, and SEM with SPSS version 26 and AMOS version 24. The hypothesized model demonstrated an acceptable fit to the data based on multiple fit indices. Results indicated that AI literacy was positively associated with L2 autonomy, which in turn significantly mediated the increase in motivation and positive emotions and the decrease in negative emotions. Although the cross-sectional design and convenience sampling limit generalizability, the findings highlight autonomy as a significant mechanism underlying the associations between AI literacy and learners’ motivational and emotional outcomes. Theoretically, the study extends technology-enhanced learning research by positioning AI literacy within an integrated motivational-affective framework. Pedagogically, the findings underscore the importance of AI literacy alongside learner autonomy to support more engagement in AI-mediated L2 learning. L2 curricula should therefore integrate AI literacy development with activities that foster learner autonomy. | ||
| کلیدواژهها | ||
| AI؛ Autonomy؛ Emotions؛ Motivation؛ EFL | ||
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آمار تعداد مشاهده مقاله: 18 |
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