EBA (Engaged but Amotivated) in AI-enhanced EFL learning: a qualitative study from a Chinese higher vocational context

This study interrogates the prevailing assumption that visible engagement signifies meaningful learning, cautioning against an overreliance on behavioral indicators in AI-mediated instructional settings, particularly in low-proficiency contexts. It further challenges the widespread optimism surrounding AI's purported motivational benefits. The findings yield critical implications for pedagogical design, AI system development, and teacher education-particularly within underexplored vocational education contexts.