EFL teachers’ digital literacy and its relation to self-efficacy and well-being in artificial intelligence-based context

Xiaoyan Zhao; Suthagar Narasuman; Wenxuan Ren

Autores/as

Xiaoyan Zhao Guangdong University of Science & Technology, China (Corresponding author)
Suthagar Narasuman Universiti Teknologi MARA, Malaysia
Wenxuan Ren Zhejiang Ocean University, China

Palabras clave:

Inteligencia artificial, alfabetización digital, profesores de inglés como lengua extranjera, autoeficacia, bienestar

Agencias: The authors gratefully acknowledge the support of Guangdong Higher Education Association's 14th Five Year Plan for 2023 Higher Education Research Projects (Grant No. 23GYB66), entitled A Study on the Learning Engagement and Influencing Factors of Students in Private Universities under the Background of Blended Learning, the support of Guangdong University of Science and Technology for 2024 Doctoral Research start-up Projects, entitled A Correlational Study of University Students' Affective States and Their Learning Engagement in the Context of Generative Artificial Intelligence (Grant No. GKY-2024BSQDW-52), the support of Project on Collaborative Education between Industry and Education of the Ministry of Education of China (Grant No. 230724223307222) and the support of the 2025 Dongguan Philosophy and Social Sciences Planning General Project (Project Name: A Study on the Influencing Factors of AIGC on Learning Engagement Among College Students in Dongguan. Grant No. 2025CG86).

Resumen

La integración de la inteligencia artificial (IA) en contextos académicos ha surgido como un enfoque innovador para mejorar la enseñanza de idiomas. La alfabetización digital puede actuar como una posible protección para los educadores cuando enfrentan los desafíos que plantean las experiencias basadas en IA. Esta investigación explora la interacción entre la alfabetización digital, la autoeficacia y el bienestar entre los educadores de inglés como lengua extranjera (EFL) en entornos basados en IA. Basado en la teoría de la autodeterminación (SDT), el estudio investiga cómo la alfabetización digital cumple con los requisitos psicológicos fundamentales de los educadores de EFL para la competencia, la autonomía y la relación, lo que a su vez afecta su bienestar y autoeficacia. Para alcanzar este objetivo, 341 profesores de EFL asistieron y respondieron las tres escalas, pero entre ellos se recopilaron 319 cuestionarios válidos. Se utilizó un enfoque de modelado de ecuaciones estructurales (SEM) para analizar las relaciones causales entre las variables. Los hallazgos revelan una correlación positiva significativa entre el bienestar, la autoeficacia y la alfabetización digital. De hecho, la alfabetización digital fue un predictor significativo de ambas variables y pudo predecir el 21,5 % de la varianza en la eficacia de los docentes y el 8,1 % de la varianza en el bienestar. La investigación destaca el papel fundamental de la alfabetización digital para capacitar a los educadores de inglés como lengua extranjera y fomentar una perspectiva de enseñanza basada en inteligencia artificial que brinde apoyo, sea eficiente y satisfactoria.

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Biografía del autor/a

Xiaoyan Zhao, Guangdong University of Science & Technology, China (Corresponding author)

Xiaoyan Zhao earned her master’s degree from South China Normal University in Guangzhou, China, and obtained her PhD in Education from Universiti Teknologi MARA in Malaysia. With over 13 years of experience, she has served as a lecturer in English language teaching at Guangdong University of Science and Technology. Her academic interests include English teaching, artificial intelligence, teachers’ development and the integration of technology into English language education.

Suthagar Narasuman , Universiti Teknologi MARA, Malaysia

Suthagar Narasuman is the Coordinator of Research Seminar for the Asian Centre for Research on University Learning and Teaching (ACRULeT) at the Faculty of Education, Universiti Teknologi MARA, Malaysia. He has been working in the educational sector as a teacher and lecturer for the past 35 years. His current research interest includes TESL methodology and e learning. Associate Professor Dr.Suthagar is also a Malaysian English Language Teachers Association member and IEEE educational society member.

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FUNDING INFORMATION:

The authors gratefully acknowledge the support of Guangdong Higher Education Association's 14th Five Year Plan for 2023 Higher Education Research Projects (Grant No. 23GYB66), entitled A Study on the Learning Engagement and Influencing Factors of Students in Private Universities under the Background of Blended Learning, the support of Guangdong University of Science and Technology for 2024 Doctoral Research start-up Projects, entitled A Correlational Study of University Students' Affective States and Their Learning Engagement in the Context of Generative Artificial Intelligence (Grant No. GKY-2024BSQDW-52), the support of Project on Collaborative Education between Industry and Education of the Ministry of Education of China (Grant No. 230724223307222) and the support of the 2025 Dongguan Philosophy and Social Sciences Planning General Project (Project Name: A Study on the Influencing Factors of AIGC on Learning Engagement Among College Students in Dongguan. Grant No. 2025CG86).