Liu, Jingdan (2025) The Effect Of Ai-Blended Learning On Efl College Students’ Motivation And English Academic Achievement In Hunan, China. PhD thesis, Universiti Sains Malaysia.
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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.
| Item Type: | Thesis (PhD) |
|---|---|
| Subjects: | L Education > LC Special aspects of education > LC5800-5808 Distance education. |
| Divisions: | Pusat Pengajian Pendidikan Jarak Jauh (School of Distance Education) > Thesis |
| Depositing User: | Mr Aizat Asmawi Abdul Rahim |
| Date Deposited: | 16 Jul 2026 07:02 |
| Last Modified: | 16 Jul 2026 07:02 |
| URI: | http://eprints.usm.my/id/eprint/64662 |
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