Self-Determination, Learning, and Language Technology Engagement of Chinese International Engineering College Students: English as a Foreign Language

Introduction

As the number of international students continues to exponentially increase, there is a demand for teaching approaches that can adapt to the diverse needs of learners, particularly in English as a foreign language (EFL) settings where proficiency and engagement levels vary considerably (Civera et al., 2021). English serves not only as a primary communication tool but also as a key to mastering various academic subjects and an essential gateway for studying abroad (Noels, 2023; Sung, 2018). In the Chinese International Engineering College (IEC), where proficiency in English is crucial for both academic and professional success, courses are primarily taught in English to equip students for global academic environments. This approach challenges students to improve their listening abilities and broaden their vocabulary to better follow instructions.

Wang et al. (2018) highlighted the importance of self-determination and engagement in learning for non-English majors. Their research showed that students with stronger English skills are more motivated, confident, and actively engaged in class. On the other hand, students who struggle with self-determination and engagement often experience difficulties in communication with instructors, which negatively affects their motivation and interest in learning English. Engagement in learning, as an interactive process, plays a critical role in influencing academic performance, research output, and classroom participation (Abbasi et al., 2023; Gurvitch & Kim, 2022). For EFL students, the challenge of navigating an English-only academic environment makes it even more difficult to comprehend and apply knowledge, which hinders their participation and performance in class.

Ngo et al. (2015) emphasized the importance of nurturing intrinsic motivation to improve the engagement of non-English majors in learning English, noting that academic engagement and learning outcomes reinforce each other. At the heart of this process lies self-determination theory, which suggests that the use of technology can enhance student autonomy, thereby boosting motivation and engagement (Ryan & Deci, 2017). Language learning technologies, such as generative artificial intelligence (AI) and translation tools, are becoming increasingly significant in supporting English learners (Yang et al., 2023). These tools offer immediate linguistic support while also promoting self-reflection and skill development through analysis of the learning process (Hu, 2024). By effectively using these tools, students can overcome language barriers, stimulate intrinsic motivation, and become more engaged in the learning process.

Moreover, generative AI (GAI) tools, including advanced translation apps and interactive language platforms, provide personalized learning experiences tailored to individual needs and progress (Zheng et al., 2021). These innovations are especially beneficial in EFL contexts, where students often lack direct access to immersive English-speaking environments. When used strategically, such technologies can help close gaps in language comprehension, alleviate cognitive load, and enable deeper engagement with the material (Liu & Ma, 2023; Polakova & Klimova, 2023). However, there remains a need to explore how these tools complement traditional teaching methods in fostering self-determination and engagement among engineering students.