Teacher support directly and positively predicts learning engagement in AI-assisted English learning¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teacher support exerted a significant direct positive effect on engagement (β = 0.372, p < 0.001). → Yongliang Wang & Yaobo Wang 2026
Evidence¶
Yongliang Wang & Yaobo Wang 2026¶
Yongliang Wang & Yaobo Wang. (2026). Explaining learning engagement in AI-assisted learning through teacher support and achievement goals: insights from goal-setting theory. Humanities and Social Sciences Communications 13:1215. https://doi.org/10.1057/s41599-026-07636-8
q2 · i? · associational · r2
In the SEM of 758 Chinese university EFL students, the direct path from teacher support to engagement was supported (β = 0.372, C.R. = 6.357, p < 0.001), i.e., "Teacher support →Engagement" was among the significant paths in the hypothesized model.
"H5: Teacher support →Engagement 0.372 0.055 6.357 *** Supported"
Discussion¶
Learner Variables¶
- Motivation — outcome: instruction changes it
- Social Supports — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Mastery-approach, performance-approach, and performance-avoidance goals positively predict engagement, while mastery-avoidance goals do not, in AI-assisted English learning — related
- Teacher support positively predicts mastery-approach and performance-approach goals, but not mastery-avoidance or performance-avoidance goals, in AI-assisted English learning — related
- AI literacy directly and positively predicts learning engagement among university students — related
- Only mastery-approach and performance-approach goals mediate the relationship between teacher support and engagement in AI-assisted English learning — related
- Perceived social support positively predicts both AI literacy and technological self-efficacy among university faculty — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-support-direct-effect-engagement-ai |
title |
Teacher support directly and positively predicts learning engagement in AI-assisted English learning |
description |
Teacher support directly and positively predicts learning engagement in AI-assisted English learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-12 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yongliang-wang-yaobo-wang-2026 |
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