Exploring the Role of AI in EFL Students’ Autonomy, Relatedness, and Competence Through the Lens of Self‐Determination Theory (SDT): A Latent Growth Curve Modeling (LGCM) Analysis

ABSTRACT A growing body of research has reported the influence of artificial intelligence (AI) technologies on different areas of second/foreign language (L2) education in recent years. However, there is insufficient research on the role of AI‐mediated L2 education in the fluctuations and changes of learner‐related factors in English as a foreign language (EFL) contexts. Moreover, the interaction of learning theories and AI integration has also been overlooked. To fill these gaps, this study drew on self‐determination theory (SDT) to examine the changes in students’ autonomy, relatedness, and competence over three time periods. To do so, 595 Chinese EFL students were non‐randomly selected to complete a survey at the outset, middle, and end of an AI‐powered L2 education course. In line with the specified goals, latent growth curve modeling (LGCM) was used to inspect developmental trajectories and fluctuations. The results revealed that, over the three time periods, EFL students’ autonomy, relatedness, and competence developed in light of the introduction of AI technologies. The results are discussed, and implications for EFL students, teachers, teacher educators, and policymakers are provided to increase their AI awareness, readiness, and literacy in relation to SDT components.