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September 12, 2025European Journal of Education

Exploring Chinese Secondary EFL Students' Self‐Regulated Learning and Task Engagement in AI‐Assisted Classrooms: A Latent Growth Curve Modelling Study

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Authors

LSLiu ShiSLShengji LiJXJacques Xing

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Overview

Latent growth curve modelling reveals growth in self-regulated learning and task engagement in secondary students, suggesting a reciprocal relationship.

Key Points

  • Significant growth in self-regulated learning and task engagement was observed in secondary students enrolled in AI-assisted EFL programs.
  • The study involved 334 Chinese secondary school students across a semester-long AI-assisted EFL program, highlighting variability in learner profiles.
  • Parallel-process latent growth curve modelling was employed to analyze the co-developmental trajectories of self-regulated learning and task engagement.
  • The findings indicate the need for adaptive AI tools to foster sustained engagement and accommodate diverse learner needs.

Cite This Study

Shi et al. (2025) studied this question.

synapsesocial.com/papers/68d43b09713b0b5dfea7b3f5https://doi.org/10.1111/ejed.70241
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