Li-Li Qin

L2 Teachers' Work Engagement in AI‐Enhanced Teaching Environments: Harnessing a Phenomenological Approach to Uncover Its Personal and Contextual Determinants

Adopting a descriptive phenomenological approach, this study sought to unravel the determinants of L2 teachers' work engagement within artificial intelligence (AI)‐assisted instructional contexts. To this end, 49 English language teachers were purposefully selected from Chinese educational contexts to complete an o...

Co-development of AI literacy, agency, enjoyment, and anxiety in EFL learners: A complex dynamic systems perspective.

Artificial Intelligence (AI) tools have been found to influence English language learning. However, there is scant research on the role of AI literacy in learners' psycho-affective states. To address the gap, our study examines the longitudinal co-development of AI literacy, learner agency, foreign language enjoyment,...

From technophobia to technophilia: A self-determination theory auto-ethnography of a Chinese EFL teacher's resilience development when navigating generative AI ethical challenges