Exploring Chinese EFL learners’ beliefs about AI-mediated informal digital learning of English: Insights from Q Methodology

Xiaochen Wang; Yang Gao; Barry Lee Reynolds; Qikai Wang

Authors

Xiaochen Wang School of Foreign Studies, Xi'an Jiaotong University https://orcid.org/0000-0002-4786-8777
Yang Gao School of Foreign Studies, Xi'an Jiaotong University (Corresponding author)
Barry Lee Reynolds University of Macau, China
Qikai Wang School of Foreign Studies, Xi'an Jiaotong University

Keywords:

AI, Informal Digital Learning of English, learner belief, Q-Methodology

Agencies: The research was supported by the National Social Science Fund Project of China “Chinese College Foreign Language Teachers’ Beliefs and Practices of Value-Based Instruction” (23XYY005) and the XJTU Teaching Innovation Grant “Design, Application, and Assessment of the Narrative Pedagogy in Intercultural Academic Communication Basics” (2302Q-10). The research was also sponsored through The Cooperation Project of Industry-University-Research Institute of the Ministry of Education, China, “Innovating the Cross-Cultural Academic Exchange Curriculum System through the Four-Wheel Driven Frame-work” (grant #230818204707180).

Abstract

As technology becomes increasingly integrated into language learning, AI has emerged as a promising tool for enhancing personalized and engaging experiences. However, research on its role in informal digital learning, particularly through learners’ perspectives, remains limited. This study used Q methodology, with a sample of 20 Chinese EFL learners, to explore their beliefs about AI-mediated informal digital learning, identifying three main belief types. Results reported three primary types of beliefs: optimistic AI beliefs, critical AI beliefs, and hesitant AI beliefs. Optimistic AI beliefs reflect learners who view AI as a revolutionary tool that boosts learning efficiency and engagement, showing enthusiasm for new AI applications in language learning. Critical AI beliefs characterize learners who recognize AI’s benefits but remain cautious, critically assessing its limitations and potential drawbacks. Hesitant AI beliefs describe learners who, while acknowledging AI’s potential, harbor doubts about its overall effectiveness in informal English learning. By shedding light on learners' varied beliefs about AI in informal language learning, the study this study contributes to a deeper understanding of how learners perceive and engage with AI-powered language learning tools. These findings have significant implications for the design and development of more effective and personalized AI-based educational tools that cater to diverse learner needs and preferences.

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Author Biographies

Xiaochen Wang, School of Foreign Studies, Xi'an Jiaotong University

Xiaochen Wang is a PhD student at Xi’an Jiaotong University, where Professor Gao supervises him. His research interests are language education, positive psychology, and linguistic landscape. ORCID: 0000-0002-4786-8777

Yang Gao, School of Foreign Studies, Xi'an Jiaotong University (Corresponding author)

Yang Gao is currently a researcher and associate professor in the School of Foreign Studies at Xi'an Jiaotong University (XJTU), where he supervises students in the Ph.D. program specializing in language teacher education. He taught at San Jose State University, Kent State University, and Dalian Maritime University before XJTU. His research interests include language teacher education (beliefs and practices; agency and identity), linguistic landscapes, and language policy and planning. ORCID: 0000-0001-5888-6033

Barry Lee Reynolds, University of Macau, China

Associate Professor of English Language Education in the Faculty of Education at the University of Macau. His research interests include vocabulary learning, computer-assisted language learning, written corrective feedback, and language teacher education. ORCID: 0000-0002-3984-2059

Qikai Wang, School of Foreign Studies, Xi'an Jiaotong University

Qikai WANG is a PhD student at Xi’an Jiaotong University. His research interests include technology-assisted language learning, mobile-assisted language learning, and second language acquisition. ORCID: 0009-0006-5120-2448

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FUNDING INFORMATION:

The research was supported by the National Social Science Fund Project of China “Chinese College Foreign Language Teachers’ Beliefs and Practices of Value-Based Instruction” (23XYY005) and the XJTU Teaching Innovation Grant “Design, Application, and Assessment of the Narrative Pedagogy in Intercultural Academic Communication Basics” (2302Q-10). The research was also sponsored through The Cooperation Project of Industry-University-Research Institute of the Ministry of Education, China, “Innovating the Cross-Cultural Academic Exchange Curriculum System through the Four-Wheel Driven Frame-work” (grant #230818204707180).