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Article: Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences

TitleSupporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences
Authors
KeywordsWillingness To Communicate
Language Learning Strategy
Foreign Language Anxiety
Issue Date2020
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif
Citation
Learning and Individual Differences, 2020, v. 80, p. 101850 How to Cite?
AbstractInterest and self-efficacy are crucial to academic success. This study addresses two gaps in our understanding of their development and support during university courses: how prior self-efficacy and interest plays a role in, and how different classroom activities build towards the development of students' future interest and self-efficacy. In this study the interplay between ability-beliefs (self-efficacy/self-concept) and interest at three levels of specificity (Domain, Course and Task) were tested across a Japanese university language course (n=128). Within this test, students’ interest in two language practice tasks (i.e., Human and then Chatbot partners) were assessed and compared. Prior interest was a robust predictor of all future task/course interest. Only Human-Human task interest directly predicted future course self-efficacy, but was mediated by course interest for future domain interest. For future interest, Human practice partners are superior to AIs. Supporting prior domain and later course interest should be a focus for university educators.
Persistent Identifierhttp://hdl.handle.net/10722/283343
ISSN
2019 Impact Factor: 1.916
2015 SCImago Journal Rankings: 1.057

 

DC FieldValueLanguage
dc.contributor.authorFryer, LK-
dc.contributor.authorThompson, A-
dc.contributor.authorNakao, K-
dc.contributor.authorHowarth, M-
dc.contributor.authorGallacher, A-
dc.date.accessioned2020-06-22T02:55:15Z-
dc.date.available2020-06-22T02:55:15Z-
dc.date.issued2020-
dc.identifier.citationLearning and Individual Differences, 2020, v. 80, p. 101850-
dc.identifier.issn1041-6080-
dc.identifier.urihttp://hdl.handle.net/10722/283343-
dc.description.abstractInterest and self-efficacy are crucial to academic success. This study addresses two gaps in our understanding of their development and support during university courses: how prior self-efficacy and interest plays a role in, and how different classroom activities build towards the development of students' future interest and self-efficacy. In this study the interplay between ability-beliefs (self-efficacy/self-concept) and interest at three levels of specificity (Domain, Course and Task) were tested across a Japanese university language course (n=128). Within this test, students’ interest in two language practice tasks (i.e., Human and then Chatbot partners) were assessed and compared. Prior interest was a robust predictor of all future task/course interest. Only Human-Human task interest directly predicted future course self-efficacy, but was mediated by course interest for future domain interest. For future interest, Human practice partners are superior to AIs. Supporting prior domain and later course interest should be a focus for university educators.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/lindif-
dc.relation.ispartofLearning and Individual Differences-
dc.subjectWillingness To Communicate-
dc.subjectLanguage Learning Strategy-
dc.subjectForeign Language Anxiety-
dc.titleSupporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experiences-
dc.typeArticle-
dc.identifier.emailFryer, LK: fryer@hku.hk-
dc.identifier.authorityFryer, LK=rp02148-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lindif.2020.101850-
dc.identifier.scopuseid_2-s2.0-85085144922-
dc.identifier.hkuros310351-
dc.identifier.volume80-
dc.identifier.spage101850-
dc.identifier.epage101850-
dc.publisher.placeUnited Kingdom-

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