AI‐Driven Instruction and Its Influence on Learners' Educational Engagement: The Parallel Mediation Analysis on the Role of Self‐Efficacy and Grit

ABSTRACT

The quick progress of technology, namely Artificial Intelligence (AI), within the language teaching sphere has widened the research domain on learners' educational engagement; however, a research gap remains regarding the basic psychological tools specifically the interaction between non‐cognitive traits through which AI interventions influence this engagement. Based on self‐determination theory (SDT), addressing a need for empirical evidence on the effect of technological integration, this research contributes by examining the role of grit and self‐efficacy in AI‐enhanced settings. Within 6 weeks, two groups, the Experimental group (EG) and the Control Group (CG), received the same curriculum content; however, the former were engaged with an AI chatbot using TalkAI that provided adaptive learning support, quick feedback and personalized encouragement. Contrarily, the latter received conventional teacher‐oriented teaching through conventional teaching. Structural equation modelling (SEM) was employed to estimate the direct and indirect relationships among the study variables simultaneously. The significance of the mediation effects was examined using the bootstrapping procedure. Based on the results, AI‐driven teaching significantly and positively affected English as a Foreign Language (EFL) students' engagement. In addition, grit and self‐efficacy had a mediating effect on this relationship. Although self‐efficacy is proven to be a better mediator, both elements assisted in explaining the way AI‐based instruction improved students' engagement. Finally, the present research underscores the capacity of AI‐based instruction to improve the emotional and cognitive aspects of language learning, providing worthy information for learners, teachers and other stakeholders preferring to use new technologies aiming to integrate AI to boost learners' engagement.