Volume 4, Issue 1 (March 2025)
IJER 2025, 4(1): 391-414 |
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Shirinzarei M. (2025). The Effect of AI Literacy on EFL Learners' Self-Efficacy: A Study of Payame Noor University Students in Khuzestan Province. IJER. 4(1), 391-414. doi:10.22034/4.1.391
URL: http://ijer.hormozgan.ac.ir/article-1-630-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-630-en.html
Department of English Language and Literature, Payame Noor University, Tehran, Iran. , mshirinzarei@pnu.ac.ir
Abstract: (15 Views)
Objective: This study investigates the relationship between AI literacy and self-efficacy among Iranian EFL learners, focusing on first-year students majoring in English Translation at Payame Noor University (PNU) in Khuzestan Province.
Methods: Grounded in Bandura’s (1997) Social Cognitive Theory, the study employed a quantitative, correlational design. The participants were 100 first-year English Translation students. Data were collected using two validated instruments: the AI Literacy Scale and the English Language Self-Efficacy Questionnaire. Pearson’s correlation coefficient and multiple regression analysis were used to analyze the data.
Results: The findings revealed a strong positive correlation between AI literacy and learners’ self-efficacy (r=0.54, p<0.01). Regression analysis showed that AI literacy significantly predicted self-efficacy, explaining 29% of the variance (R2=0.29, β=0.54, p<0.0001). Among the dimensions of AI literacy, practical application and ethical awareness were the strongest predictors of self-efficacy.
Conclusions: Enhancing AI literacy may be an effective way to strengthen self-efficacy beliefs among EFL learners, particularly during the early stages of university education. The findings highlight the need for PNU curriculum developers and instructors to incorporate AI-literacy training into EFL programs.
Methods: Grounded in Bandura’s (1997) Social Cognitive Theory, the study employed a quantitative, correlational design. The participants were 100 first-year English Translation students. Data were collected using two validated instruments: the AI Literacy Scale and the English Language Self-Efficacy Questionnaire. Pearson’s correlation coefficient and multiple regression analysis were used to analyze the data.
Results: The findings revealed a strong positive correlation between AI literacy and learners’ self-efficacy (r=0.54, p<0.01). Regression analysis showed that AI literacy significantly predicted self-efficacy, explaining 29% of the variance (R2=0.29, β=0.54, p<0.0001). Among the dimensions of AI literacy, practical application and ethical awareness were the strongest predictors of self-efficacy.
Conclusions: Enhancing AI literacy may be an effective way to strengthen self-efficacy beliefs among EFL learners, particularly during the early stages of university education. The findings highlight the need for PNU curriculum developers and instructors to incorporate AI-literacy training into EFL programs.
Keywords: AI Literacy, EFL Learners, Learner Psychology, Second Language Acquisition, Self-Efficacy, Social Cognitive Theory
Type of Study: Original |
Subject:
Educational Studies
Received: 2024/09/21 | Accepted: 2025/01/15 | Published: 2025/03/1
Received: 2024/09/21 | Accepted: 2025/01/15 | Published: 2025/03/1
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