Learning motivation is positively associated with acceptance outcomes for AI-assisted English learning tools in adjusted regression models¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 In full-sample adjusted OLS models of 210 undergraduates, learning motivation showed statistically significant positive associations with perceived usefulness, ease of use, behavioral intention, and satisfaction (all p < 0.001). → Wu J 2026

Evidence¶

Wu J 2026¶

Wu J, Wang Y, He Y, Yin X, Chen F and Wan B (2026) Acceptance of AI-assisted English language learning tools in higher education: psychological correlates across disciplinary and proficiency groups. Front. Psychol. 17:1806457. https://doi.org/10.3389/fpsyg.2026.1806457

q2 · i3 · associational · r2

Full-sample adjusted OLS regression (Table 4) predicting satisfaction from learning motivation, adjusted for gender, discipline, CET-4 score, and use frequency, with robust standard errors. The model reports a standardized coefficient of β = 0.810, adjusted R2 of 0.671, and N = 210; all four motivation models were significant at p < 0.001.

"Learning motivation 0.674 0.035 0.810 [0.605, 0.743] <0.001 0.680 0.671 2.131 210"

Discussion¶

Related Claims¶

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