The impact of teacher presence on student engagement with artificial intelligence chatbots in language learning

• In Event: AI-Enhanced Student Learning Outcomes

Abstract

This study investigates how teacher presence influences student engagement in generative artificial intelligence (GenAI) chatbot-assisted language learning designed with First Principles of Instruction (FPI). Employing a sequential explanatory mixed-method design, 60 university students were divided into two groups: one with teacher presence and the other without. Findings reveal that students in the teacher presence group reported significantly higher emotional and agentic engagement levels. However, behavioral and cognitive engagement levels were similar across both groups. Six key roles of teacher presence were identified, highlighting the importance of instructor support in enhancing student engagement in GenAI learning environments. The implications for instructional design and future research are discussed.

Authors

• Yan LI, The Education University of Hong Kong

• Yuanyuan WU, Jiangsu University

• Thomas K.F. Chiu, The Chinese University of Hong Kong