Educational Interventions to Enhance Learning Engagement: The Mediating Role of AI-Acceptance in Chinese Language Teaching for Foreign Students

Jingyi Sun; Tajularipin Bin Sulaiman; Fazilah Binti Razali

doi:10.14201/fde.24105

Authors

Jingyi Sun PHD student in Faculty of Educational Studies University Putra Malaysia, at Serdang, Selangor, Malaysia; Section Director in Office of Enrollment and Employment of Jinzhou Medical University at Jinzhou, Liaoning Province，China Author https://orcid.org/0009-0009-1285-9203
Tajularipin Bin Sulaiman Professor in Pedagogy and Cognitive Development in Department of Foundations of Education at Faculty of Educational Studies in Universiti Putra Malaysia; Postgraduate Program Coordinator in Curriculum and Instructions of Faculty of Educational Studies in Universiti Putra Malaysia; Secretary of Pertubuhan Penyelidikan dan Pendidikan Pendidik Malaysia of Malaysia Association of Research and Education for Educators (MAsREE) Author https://orcid.org/0009-0009-1285-9203
Fazilah Binti Razali Head of Department in Department of Foundations of Education at Faculty of Educational Studies, Universiti Putra Malaysia; Senior Lecturer (Curriculum & Instruction/STEM Education/Pedagogy) in Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia Author https://orcid.org/0009-0009-1285-9203

DOI:

https://doi.org/10.14201/fde.24105

Keywords:

Educational Intervention, Teaching Practice, AI-Acceptance, Learning Engagement, Teacher Support, Academic Self-Efficacy

Abstract

The enhancement of learning experiences in Chinese language classes for foreign students has become a critical educational challenge, especially as artificial intelligence (AI) increasingly integrates into university instruction. This study explores the roles of teacher support and academic self-efficacy in driving student engagement, with AI-acceptance serving as a mediating factor. Based on the Social Cognitive Theory and Technology Acceptance Model, a quantitative survey was conducted with 528 foreign students across eight universities in Liaoning Province, China. Findings from this study may also inform higher education institutions in the Gulf region, where AI-driven education is emerging as a significant trend. Using Structural Equation Modeling (SEM), the study reveals that both teacher support and academic self-efficacy significantly enhance learning engagement. AI-acceptance plays a crucial mediating role, fully mediating the relationship between academic self-efficacy and learning engagement, while partially mediating the relationship between teacher support and learning engagement. These findings suggest that the effective use of AI in educational activities, combined with strong pedagogical and emotional support, can substantially improve student engagement. The research provides practical implications for educators, curriculum designers, and policymakers, particularly in the Gulf region, by recommending AI integration and teacher training to enhance the learning experiences of international students in culturally diverse environments.