aceThe impact of robot-assisted language learning (RALL) on EFL students’ classroom engagement and willingness to attend classes (WTAC): A technology acceptance model (TAM) perspective
Recently, a surge of scholarly attention has been paid to the impacts of Artificial Intelligence (AI) tools on second/foreign language (L2) education. Nonetheless, there is a lack of evidence on the role of AI-assisted robots or robot-assisted language learning (RALL) in English as a foreign language (EFL) students’ psycho-emotional factors and academic behaviors. To address this gap, drawing on the technology acceptance model (TAM), the present study probed into the impact of robot-assisted L2 education on Chin…
Chinese EFL students who received robot-assisted language instruction showed significantly higher classroom engagement and willingness to attend classes after a four-month intervention compared to controls.
Findings are bounded to a specific population and duration: 155 Chinese EFL students over a four-month intervention, limiting generalizability beyond that context.
Evidence
- Peer-reviewedLanguage Teaching Research2026-04-30
- Peer-reviewedEducation and Information Technologies2024-03-15
- Peer-reviewedBritish Educational Research Journal2025-05-23
- Peer-reviewedWorld Journal of English Language2024-09-06
- Peer-reviewedInternational Journal of English Language Teaching2026-01-01
How should this claim be treated?
Truvace Impact Record TRV-2026-0200, v5: “The impact of robot-assisted language learning (RALL) on EFL students’ classroom engagement and willingness to attend classes (WTAC): A technology acceptance model (TAM) perspective.” Truvace, 2026-08-22. /record/TRV-2026-0200 (accessed at citation time). sha256 26e15423fd1f4886…
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