Promoting AI Learning Motivation for the Special English Program Students at Assiut University

Abstract

The objective of this study was to investigate and enhance the educational motivation of students within the Special English Language Program at the Faculty of Education, Assiut University, regarding the integration of Artificial Intelligence (AI) into their academic pursuits. As AI continues to reshape the landscape of higher education, understanding the psychological readiness of future educators is paramount. The research utilized a sample of 160 students and adopted a descriptive methodology, which was deemed the most appropriate approach for capturing the current state of student sentiment. The primary research instrument consisted of a scale specifically designed to measure motivation toward learning and utilizing AI applications. This tool was adapted and prepared by the researchers, undergoing rigorous psychometric verification to ensure the validity and reliability of the data collected. The findings revealed that students in the Special English Program generally possess a high level of motivation toward AI, indicating a positive disposition toward technological innovation in language learning. However, the results also highlighted a significant disparity between academic cohorts. Statistically significant differences were found between first-level and third-year students, with the latter showing markedly higher motivation levels. This finding is primarily attributed to the accumulated educational experience of the third-year students. Having been exposed to more specialized pedagogical training, these students have had greater opportunities to employ AI tools within practical classroom activities and authentic learning scenarios. Consequently, the study concludes with a set of recommendations aimed at integrating AI-driven activities earlier in the curriculum to ensure that all students, regardless of their year of study, are adequately prepared for the digital future of English language education.