Effects of AI-assisted Learning on College Students' Flow Experience in English Learning
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Keywords
AI-assisted learning, flow, English learning, self-determination theory, basic psychological needs
Abstract
How AI is applied and how it facilitates flow in second language learning needs more exploration. Based on this, this study examines how AI tool features influence university students' flow in formal English learning and the mediating role of basic psychological needs. A mixed-method design of a survey and semi-structured interviews was adopted on non-English majors with AI learning experience. Results showed that students' flow in English learning was generally above the medium level, with no significant difference between high and low-frequency AI users. AI features are positively correlated with flow. The more students' psychological needs are satisfied, the higher the flow they feel. Group comparison revealed distinct pathways: high-frequency users tend to experience flow directly through tool features, whereas low-frequency users rely more on psychological need satisfaction. Qualitative findings supported these patterns, and also identified barriers that disrupt flow. Moreover, AI's capacity to fulfill relatedness remained limited due to its lack of emotional depth. This study confirms the specific relation between AI features, psychological needs with flow. In addition, it offers both theoretical insights and practical guidance for English learning.
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