Artificial Intelligence-Driven English Learning Autonomy in College Students: The Mediating Role of Growth Mindset
Year: 2025
Type: conference-paper
Study design: Observational Study
Abstract: In the digital learning environment, it is key to examine how artificial intelligence (AI) technology affects the way college students learn English. This study, with growth mindset as a mediating variable, constructs a structural equation model (SEM) to investigate the mechanism through which AI use influences college students’ English learning autonomy. Using a sample of 342 students from a university, data were collected via a questionnaire survey and analyzed through SEM made by R Studio. The results indicate that AI use greatly and positively predicts growth mindset (β = 0.249, p = 0.002), and growth mindset, in turn, greatly and positively predicts English learning autonomy (β = 0.626, p < 0.001). However, AI use does not exert a positive direct effect on autonomy (β = 0.014, p = 0.822), suggesting that growth mindset plays a fully mediating role (mediating effect = 0.156, p = 0.002; total effect = 0.170, p = 0.028) between the two. These findings show how personal psychological factors play an important role in supporting students’ autonomous English learning, particularly when engaging with AI-assisted learning tools. They also provide valuable insights into how AI-powered educational applications can be integrated into teaching strategies to help students’ independence in English learning.
Authors: Baohua Yu, Jiana Liu
Institutions: City University of Hong Kong, Guangzhou Xinhua University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4416237996