AI-ASSISTED DIFFERENTIATED INSTRUCTION AND EFL WRITING MOTIVATION: A CORRELATIONAL STUDY.
The integration of artificial intelligence (AI) for learning personalization has emerged as an approach to address diverse learner needs. This quantitative correlational study examined the relationship between the perceived value of AI-assisted differentiated instruction and task motivation (intrins...
| Publicado en: | Armenian Folia Anglistika pp. 74 - 84 |
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| Autores principales: | , |
| Formato: | Artículo |
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Publishing House of Yerevan State University
2026 Special Issue
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=194278295&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 194278295 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18292429 N5GK jtl: Armenian Folia Anglistika issn: 18292429 maglogo: N pubinfo: dt: 2026 Special Issue pid: 72994 pub: Publishing House of Yerevan State University artinfo: ui: 194278295 10.46991/AFA/2026.SI-2.74 ppf: 74 ppct: 10 formats: tig: atl: AI-ASSISTED DIFFERENTIATED INSTRUCTION AND EFL WRITING MOTIVATION: A CORRELATIONAL STUDY. aug: au: Si-Mohammed, Bouchra Hellalet, Souhila affil: University of Mostefa Benboulaid, Batna-2 (EDCEFL Lab) su: Individualized instruction Intrinsic motivation Extrinsic motivation Intelligent tutoring systems Statistical correlation Motivation (Psychology) sug: subj: Individualized instruction Intrinsic motivation Extrinsic motivation Intelligent tutoring systems Statistical correlation Motivation (Psychology) keyword: AI-assisted instruction correlational study differentiated instruction EFL writing intrinsic motivation ab: The integration of artificial intelligence (AI) for learning personalization has emerged as an approach to address diverse learner needs. This quantitative correlational study examined the relationship between the perceived value of AI-assisted differentiated instruction and task motivation (intrinsic and extrinsic) among first-year English as a Foreign Language (EFL) students at Batna-2 University. A convenience sample of 120 students participated in the study, completing a questionnaire measuring perceived value of AI-assisted differentiated instruction and task motivation in EFL writing. Descriptive statistics revealed moderate levels of perceived value and task motivation. Pearson correlation analysis indicated a significant positive correlation between perceived value of AI-assisted differentiated instruction and overall task motivation. Additionally, separate analyses showed stronger correlations with intrinsic motivation than extrinsic motivation. These findings suggest that students who perceive greater value in AI-assisted differentiated instruction demonstrate higher levels of motivation in EFL writing tasks. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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