Teachers cultivate approach-oriented goals and help students manage AI-feedback anxiety in AI-assisted language learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's practical implications recommend that instructors actively foster adaptive motivational patterns in AI-assisted language education: they should "actively cultivate mastery-approach and performance-approach goals by providing clear guidance, constructive feedback, and encouragement that emphasizes growth and progress", while also helping students manage anxiety associated with AI-generated feedback so avoidance tendencies do not impede engagement. Training programs can equip teachers to integrate AI tools in ways that support rather than replace pedagogical interaction, and learners can receive structured guidance on interpreting AI feedback and setting realistic, approach-oriented goals.

Design Implications¶

Context¶

Requirements¶

• Teachers need guidance on interpreting AI feedback and integrating AI tools into classroom instruction alongside pedagogical interaction

Constraints¶

• The recommendations rest on cross-sectional self-report data; the authors note future work should use longitudinal or experimental designs and behavioral or log data

Target Learners¶

• University EFL students using AI-assisted learning tools

Target Learning Goals¶

• Sustained engagement in AI-assisted English learning; adaptive achievement goal adoption

Affordances¶

• Goal Setting Theory Ai Assisted Extension

Related Strategies¶

• Future AI-WTC research should use longitudinal designs, triangulated WTC measures, diverse samples, comparative tool research, pedagogically guided AI integration, and theory-driven models
• Growth Mindset Feedback
• Embed SRL-oriented AIGC pedagogy: prompt-and-reflect routines, verification rubrics, and feedback literacy

Examples¶

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Key Sources¶

• 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