Volume 30 Number 2, Special Issue: Emotional CALL Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment

Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment

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May 29, 2026, 11:04 p.m.
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access-status:
open.access
bitstream:
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bitstream_txt:
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collection:
Volume 30 Number 2, Special Issue: Emotional CALL
contributor.author:
Liu, Honggang Fan, Jiqun
contributor.editor:
Kruk, Mariusz Pawlak, Mirosław
date.accessioned:
2026-05-29T23:03:56Z
date.available:
2026-05-29T23:03:56Z
date.issued:
2026-06-01
description.abstract:
As an important development in CALL, artificial intelligence (AI)-assisted foreign language teaching not only offers unique advantages in leveled reading, vocabulary, pronunciation, self-assessment, personalized testing, and information retrieval but also effectively enhances learner interaction and emotional regulation in reading. Despite these advancements, research on learner emotional engagement in AI-augmented EFL reading instruction remains limited, and there is a lack of sufficient empirical understanding of the significance of learner interaction. This study constructs a predictive model for emotional engagement among EFL learners in AI-augmented educational contexts, aiming to analyze the impact of learners’ AI literacy and peer interaction on their emotional engagement in reading. The research was conducted among 650 EFL university students in central China. Findings indicate that in AI-augmented EFL learning scenarios, learner AI literacy and peer learning interactions positively influence emotional engagement in reading. Furthermore, learner interest in AI use and reading pleasure play partial mediating and serial mediating roles in this relationship, respectively. This study not only highlights the critical role of AI literacy in AI-assisted EFL reading but also clarifies the significance of interpersonal communication for emotional engagement in AI contexts.
endingpage:
156
format.extent:
21 pages
identifier.citation:
Liu, H., & Fan, J. (2026). Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment. Language Learning & Technology, 30(2), 136–156. https://doi.org/10.64152/10125/73684
identifier.doi:
https://doi.org/10.64152/10125/73684
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73684
number:
2
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73684/
startingpage:
136
subject:
emotional engagement AI-augmented English reading learning interest enjoyment AI literacy interaction
title:
Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment
type:
Article
volume:
30