The rapid integration of artificial intelligence (AI) in higher education has raised questions about how technological competencies influence student outcomes, particularly in foreign language learning where anxiety significantly affects performance. This study investigated whether foreign language anxiety (FLA) mediates the relationship between AI literacy (AIL) and academic engagement (AE) among 1,052 English as a foreign language (EFL) learners enrolled in foreign language programs at Al-Azhar University, Egypt. Participants completed three validated instruments: the artificial intelligence literacy scale (AILS), the short-form foreign language classroom anxiety scale (S-FLCAS), and the academic engagement scale (AES). Mediation analysis was conducted using PROCESS Model 4 with 5,000 bootstrap iterations to generate bias-corrected confidence intervals (CI). Correlation analyses revealed that AIL positively correlated with AE (r=.31, p<.001) and negatively with FLA (r=-.35, p<.001), while anxiety demonstrated a significant negative correlation with engagement (r=-.21, p<.001). Mediation analysis confirmed that FLA partially mediated the AIL –engagement relationship, with the indirect effect accounting for 12.2% of the total effect and the direct effect comprising the remaining 87.8%. These findings indicate that AIL enhances AE both directly and indirectly through anxiety reduction, suggesting that institutions should develop comprehensive AIL programs that address both technical skills and the affective dimensions of technology integration in language learning contexts.
A. Ibrahim, Mohamed Megahed Nasreldeen, Hesham Hussein Yakout et al.· International Journal of Eva...· 0 citations
The rapid integration of artificial intelligence (AI) chatbots in higher education has transformed student learning experiences and institutional operations, yet comprehensive measurement tools for assessing student usage patterns remain limited. This study presents the development and psychometric validation of the AI Chatbots Usage Scale, a comprehensive instrument measuring perceptual and attitudinal dimensions of AI chatbot acceptance among higher education students. Using a two-phase methodology, the research employed separate samples for Exploratory Factor Analysis (EFA) (n = 374) and Confirmatory Factor Analysis (CFA) (n = 599) among university students aged 17–23 from the Faculty of Education in Egypt. The initial 25-item scale underwent rigorous expert validation and pilot testing before final administration. EFA revealed a four-factor structure comprising Ease of Use, Perceived Usefulness, Trust, and Accessibility, accounting for 42.48% of total variance. CFA demonstrated excellent model fit indices, with the multidimensional model significantly outperforming a unidimensional alternative. Internal consistency reliability was excellent across all factors, with coefficients ranging from 0.731 to 0.928. The validated scale demonstrates strong theoretical alignment with established technology acceptance frameworks while extending traditional models to accommodate AI-specific considerations. These findings provide researchers and educational institutions with a reliable, theoretically grounded instrument for assessing and optimizing AI chatbot implementation in higher education contexts.
A. Ibrahim, Mohamed Ali Nemt-allah· Scientific Reports· 0 citations
