AI-Driven Instruction and Its Influence on EFL Learners' Self-efficacy, Self-regulation, and Grit

The present research examined the effect of an Artificial Intelligence (AI) teaching intervention on developing self-efficacy, self-regulation, and grit of English as a Foreign Language (EFL) learners. To this end, 123 Chinese EFL learners were selected and assigned to experimental and control groups. During 10 weeks, the two groups received the same syllabus material, but the experimental group engaged with an AI Chabot that offered adaptive learning support, customized encouragement, and immediate feedback. On the contrary, the control received conventional teacher-centered teaching through a traditional context. Pre- and post-intervention assessments measured variations in learners' self-efficacy, self-regulation, and grit. Results from running one-way Analysis of Covariance (ANCOVA) indicated that the AI Chabot intervention significantly enhanced learners' psychological traits compared to traditional instruction. Indeed, these findings confirm that AI-driven instruction substantially improved EFL learners' self-efficacy, self-regulation, and grit, with the most significant gains observed in self-efficacy. These results indicate that AI-driven teaching may act as a strong tool for developing those mental constructs in EFL settings.