AI-Student Survey -Advancing Language Learning: Integrating Large Language Models in Chinese Education for Non-Chinese Speaking Students. (SBRE:23-0773)

https://cloud.itsc.cuhk.edu.hk/mycuform/view.php?id=2257732
This survey is conducted by CLEAR -The Centre for Learning Enhancement And Research and the Yale-China Chinese Language Academy (CLA), CUHK (2024-25)

Dear International Students,

We are conducting a survey to explore how generative AI can be utilized in learning Chinese as a second language, with a focus on Self-Determination Theory (SDT). We invite all foreign students interested in studying Chinese, whether currently enrolled in Mandarin or Cantonese courses or self-studying, at universities in Hong Kong, mainland China, Macau, or overseas, to participate. If you are 18 or older and have experience learning Chinese, you are eligible.

Your input is invaluable, and we greatly appreciate your participation. For any questions, please contact Prof. Vivian Lee at 3943-8012 or vivianlee@cuhk.edu.hk, or Dr. Lee Siu Lun at 3943-5931 or slee@cuhk.edu.hk.

Thank you for your support.

Sincerely,
Vivian Lee
Associate Professor
Centre for Learning Enhancement And Research
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University Names:
Which university did you attend to study Mandarin or Cantonese? (If you are self-studying these languages, please indicate your university name or write "self-taught.") (e.g. Self-taught /name of your existing university)

Which university did you attend to study Mandarin or Cantonese? (If you are self-studying these languages, please indicate your university name or write "self-taught.") (e.g. Self-taught /name of your existing university) 1. CUHK 2. CUHK SZ 3. HKU 4. Poly U 5. HKBU 6. Other Universities (Please write down the name of your university)
This survey is only for non-Chinese speaking students who have either studied Chinese Language at their University's Chinese Language Centre or studied through other means, such as self-study.
Are you a non-Chinese speaking student? (This survey is only for non-Chinese speaking students, your mother tongue is not Chinese. If you can speak either Mandarin or Cantonese, you are not the target of this survey, and you can quit the survey now.)

Are you a non-Chinese speaking student? (This survey is only for non-Chinese speaking students, your mother tongue is not Chinese. If you can speak either Mandarin or Cantonese, you are not the target of this survey, and you can quit the survey now.) 1. Yes, I am not a Chinese speaking student. 2. No. I am a Chinese student ( You can quit the survey now, this survey is only for non-Chinese speaking students -if you can speak either Mandarin or Cantonese, you are not the target of this survey).
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Part 1: General Information
1. Faculty or Language Centre at which you are currently studying the Chinese Language (If you are an international student and not belonging to any of the following faculties, you can select IASP directly for the CUHK students).

1. Faculty or Language Centre at which you are currently studying the Chinese Language (If you are an international student and not belonging to any of the following faculties, you can select IASP directly for the CUHK students). 1. Arts 2. Business (Mixed degrees) 3. Education 4. Engineering 5. Law 6. Medicine 7. Science 8. Social Science 9. International Asian Studies Programme (IASP)
2. My Degree or Current Language programme (If any - select your major)

2. My Degree or Current Language programme (If any - select your major) 1. Undergraduate programme 2. Taught postgraduate programme 3. Research postgraduate programme 4. Exchange Program for International students 5. Summer Chinese Language Program 6. If you are enrolled in a program at a university other than CUHK, please share the name of your program below.
3. My current year of university enrollment

3. My current year of university enrollment 1 2 3 4 5 6
4. Gender

4. Gender 1. Female 2. Male 3. Others
5. Age (Please fill in the number) (Only students who are 18 years of age or older will be invited to participate in this survey.)
6. Nationality of International Students at CUHK (This survey is only for non-Chinese speaking students, foreign or exchange students are welcome).

6. Nationality of International Students at CUHK (This survey is only for non-Chinese speaking students, foreign or exchange students are welcome). 1. Armenia 2. Azerbaijan 3. Bangladesh 4. Brazil 5. Brunei Darussalam 6. Canada 7. Costa Rica 8. Germany 9. France 10. Indonesia 11. India 12. Iran 13. Jordan 14. Japan 15. Kazakhstan 16. Kyrgyzstan 17. South Korea 18. Sri Lanka 19. Macau 20. Mexico 21. Myanmar 22. Mongolia 23. Malaysia 24. New Zealand 25. Pakistan 26. Philippines 27. Portugal 28. Palestine, State of 29. Russia 30. Singapore 31. Thailand 32. Tajikistan 33. Turkey 34. Taiwan 35. United Republic of Tanzania 36. USA 37. Uzbekistan 38. Viet Nam 39. South Africa 40. Mainland China 41. Hong Kong 42. United Kingdom 43. Kenya 44. Countries in Africa not mentioned above 45. Others (Not mentioned above)
7. My University Student Number
8. The language(s) you are currently learning (If you did not join the courses offered by the Yale-China Chinese Language Centre, please tell us how do you learn the Chinese language now?)

8. The language(s) you are currently learning (If you did not join the courses offered by the Yale-China Chinese Language Centre, please tell us how do you learn the Chinese language now?) 1. Putonghua for international students 2. Cantonese for international students 3. I am now self-studying Mandarin 4. I am now self-studying Cantonese 5. Other means of learning Chinese (Please specify)
9. Program which you have enrolled in the Yale-China Chinese Language Academy (CLA) at CUHK.
(Can select more than one)

9. Program which you have enrolled in the Yale-China Chinese Language Academy (CLA) at CUHK.
(Can select more than one) 1.CLCC1000 Survival Cantonese for international students 2.CLCC1001 Cantonese taster course for international students 3.CLCC1113 Application of vocabulary and grammar I 4.CLCC1123 Oral skills practice I 5. CLCP1101 Putonghua taster course for international students 6. CLCP1113 Application of vocabulary and grammar I 7. CLCP1123 Oral skills practice I 8. CLCP1133 Communication in context I 9. CLCP1153 Basic presentation skills 10. CLCP2213 Application of vocabulary and grammar II 11. CLCP2223 Oral skills practice II 12. CLCP2233 Communication in context II 13. CLCP2243 Listening and Reading comprehension skills II – Daily and business topics 14. CLCP2253 Basic presentation skills II 15. CLCP3313 Application of vocabulary and grammar III 16. CLCP3323 Oral skills practice III 17. CLCP3333 Communication in context III 18. CLCP3353 Presentation skills and daily situations 19. CLCP4423 Essay writing and presentation skills 20. CLCP4443 Advanced communication skills on business topics I 21. CLCP4533 Advanced topical conversation II- social life 22. CLCP4543 Advanced communication skills on business topics II 23. Others (Not mentioned above) 24. I did not join any of the above courses. 25. N.A. 26. Self-study (e.g., free online courses) 27. (Please specify your course code or course name if you're from a university other than CUHK)
10. On a scale of 1 to 5, please indicate yourself-perceived proficiency level in the Chinese language, with 1 being the lowest and 5 being the highest.
11. Which is the highest level of education that your father has attained?

11. Which is the highest level of education that your father has attained? 1. Junior Secondary and below 2. Senior Secondary 3. University 4. Master and above
12. Which is the highest level of education that your mother has attained?

12. Which is the highest level of education that your mother has attained? 1. Junior Secondary and below 2. Senior Secondary 3. University 4. Master and above
Part 2: Learning Support & Experiences
1. For how many "YEARS" have you been learning Chinese as a foreign language? (please fill in the number or "0" for zero)
2. For how many "Months" have you been learning Chinese as a foreign language? (please fill in the number or "0" for zero)
3. Which of the following AI-Chat GPT models are you currently using for learning Chinese as a second language? (Please select the one you have most frequently used)

3. Which of the following AI-Chat GPT models are you currently using for learning Chinese as a second language? (Please select the one you have most frequently used) 1. ChatGPT 3.5 (free version) 2. ChatGPT 4.0 (with a subscription) 3. Poe (free version) 4. I never used any AI-ChatGPT 5. Other AI tools (please specify) 5. Other AI tools (please specify)
3. Learning Autonomy (6 items)

("SDT support" refers to the encouragement and assistance students receive to help them feel more motivated and engaged in their learning.)

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

What factors would motivate you to utilize AI tools to assist in learning the Chinese language in Chinese language classes?

Learning Autonomy (6 items)
Learning Autonomy (6 items)	1	2	3	4	5	6
1. When using AI for learning a language, I feel free to decide how to use it.	1. When using AI for learning a language, I feel free to decide how to use it.1	1. When using AI for learning a language, I feel free to decide how to use it.2	1. When using AI for learning a language, I feel free to decide how to use it.3	1. When using AI for learning a language, I feel free to decide how to use it.4	1. When using AI for learning a language, I feel free to decide how to use it.5	1. When using AI for learning a language, I feel free to decide how to use it.6
2. When using AI for learning a language, I feel a sense of freedom.	2. When using AI for learning a language, I feel a sense of freedom.1	2. When using AI for learning a language, I feel a sense of freedom.2	2. When using AI for learning a language, I feel a sense of freedom.3	2. When using AI for learning a language, I feel a sense of freedom.4	2. When using AI for learning a language, I feel a sense of freedom.5	2. When using AI for learning a language, I feel a sense of freedom.6
3. When using AI for learning a language, I can decide for myself when to use it.	3. When using AI for learning a language, I can decide for myself when to use it.1	3. When using AI for learning a language, I can decide for myself when to use it.2	3. When using AI for learning a language, I can decide for myself when to use it.3	3. When using AI for learning a language, I can decide for myself when to use it.4	3. When using AI for learning a language, I can decide for myself when to use it.5	3. When using AI for learning a language, I can decide for myself when to use it.6
4. When using AI for learning a language, I think I am pretty adept.	4. When using AI for learning a language, I think I am pretty adept.1	4. When using AI for learning a language, I think I am pretty adept.2	4. When using AI for learning a language, I think I am pretty adept.3	4. When using AI for learning a language, I think I am pretty adept.4	4. When using AI for learning a language, I think I am pretty adept.5	4. When using AI for learning a language, I think I am pretty adept.6
5. When using AI for learning a language, I have been able to learn new knowledge.	5. When using AI for learning a language, I have been able to learn new knowledge.1	5. When using AI for learning a language, I have been able to learn new knowledge.2	5. When using AI for learning a language, I have been able to learn new knowledge.3	5. When using AI for learning a language, I have been able to learn new knowledge.4	5. When using AI for learning a language, I have been able to learn new knowledge.5	5. When using AI for learning a language, I have been able to learn new knowledge.6
6. When using AI for learning a language, I feel a sense of accomplishment.	6. When using AI for learning a language, I feel a sense of accomplishment.1	6. When using AI for learning a language, I feel a sense of accomplishment.2	6. When using AI for learning a language, I feel a sense of accomplishment.3	6. When using AI for learning a language, I feel a sense of accomplishment.4	6. When using AI for learning a language, I feel a sense of accomplishment.5	6. When using AI for learning a language, I feel a sense of accomplishment.6

4. Facilitating Conditions/Contextual factors

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

Facilitating Conditions (6 items)
Facilitating Conditions (6 items)	1	2	3	4	5	6
1. I can gain access to information about AI easily.	1. I can gain access to information about AI easily.1	1. I can gain access to information about AI easily.2	1. I can gain access to information about AI easily.3	1. I can gain access to information about AI easily.4	1. I can gain access to information about AI easily.5	1. I can gain access to information about AI easily.6
2. I can continuously improve my AI knowledge from many open sources.	2. I can continuously improve my AI knowledge from many open sources.1	2. I can continuously improve my AI knowledge from many open sources.2	2. I can continuously improve my AI knowledge from many open sources.3	2. I can continuously improve my AI knowledge from many open sources.4	2. I can continuously improve my AI knowledge from many open sources.5	2. I can continuously improve my AI knowledge from many open sources.6
3. I can easily ﬁnd help when I need to know more about AI technology.	3. I can easily ﬁnd help when I need to know more about AI technology.1	3. I can easily ﬁnd help when I need to know more about AI technology.2	3. I can easily ﬁnd help when I need to know more about AI technology.3	3. I can easily ﬁnd help when I need to know more about AI technology.4	3. I can easily ﬁnd help when I need to know more about AI technology.5	3. I can easily ﬁnd help when I need to know more about AI technology.6
4. I can download many AI applications to test their eﬃcacy.	4. I can download many AI applications to test their eﬃcacy.1	4. I can download many AI applications to test their eﬃcacy.2	4. I can download many AI applications to test their eﬃcacy.3	4. I can download many AI applications to test their eﬃcacy.4	4. I can download many AI applications to test their eﬃcacy.5	4. I can download many AI applications to test their eﬃcacy.6
5. When I need help to use AI tools, someone is there to help me.	5. When I need help to use AI tools, someone is there to help me.1	5. When I need help to use AI tools, someone is there to help me.2	5. When I need help to use AI tools, someone is there to help me.3	5. When I need help to use AI tools, someone is there to help me.4	5. When I need help to use AI tools, someone is there to help me.5	5. When I need help to use AI tools, someone is there to help me.6
6. When I need to learn to use AI tools, someone is there to teach me.	6. When I need to learn to use AI tools, someone is there to teach me.1	6. When I need to learn to use AI tools, someone is there to teach me.2	6. When I need to learn to use AI tools, someone is there to teach me.3	6. When I need to learn to use AI tools, someone is there to teach me.4	6. When I need to learn to use AI tools, someone is there to teach me.5	6. When I need to learn to use AI tools, someone is there to teach me.6

Part 3: TAM Model - Perceptions of AI in Education (Liu & Ma, 2024) & (Lai, Cheung, & Chan, 2023) (22 items)
The Technology Acceptance Model (TAM) is a theoretical framework that explains individuals' acceptance and usage behaviour towards technology based on their perceived usefulness and ease of use.

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

Perceived usefulness (PU)
Definition: the extent to which learners perceive that AI will be very useful and facilitate their Chinese language learning in informal and digital contexts.
	1	2	3	4	5	6
1. I believe that AI can help me improve the quality of my Chinese Language learning.	1. I believe that AI can help me improve the quality of my Chinese Language learning.1	1. I believe that AI can help me improve the quality of my Chinese Language learning.2	1. I believe that AI can help me improve the quality of my Chinese Language learning.3	1. I believe that AI can help me improve the quality of my Chinese Language learning.4	1. I believe that AI can help me improve the quality of my Chinese Language learning.5	1. I believe that AI can help me improve the quality of my Chinese Language learning.6
2. I think AI can help me learn more effectively.	2. I think AI can help me learn more effectively.1	2. I think AI can help me learn more effectively.2	2. I think AI can help me learn more effectively.3	2. I think AI can help me learn more effectively.4	2. I think AI can help me learn more effectively.5	2. I think AI can help me learn more effectively.6
3. I find AI useful in my Chinese language studies.	3. I find AI useful in my Chinese language studies.1	3. I find AI useful in my Chinese language studies.2	3. I find AI useful in my Chinese language studies.3	3. I find AI useful in my Chinese language studies.4	3. I find AI useful in my Chinese language studies.5	3. I find AI useful in my Chinese language studies.6
4. I think AI can provide me with more language learning opportunities.	4. I think AI can provide me with more language learning opportunities.1	4. I think AI can provide me with more language learning opportunities.2	4. I think AI can provide me with more language learning opportunities.3	4. I think AI can provide me with more language learning opportunities.4	4. I think AI can provide me with more language learning opportunities.5	4. I think AI can provide me with more language learning opportunities.6
5. I think AI can help me improve my Chinese language learning abilities.	5. I think AI can help me improve my Chinese language learning abilities.1	5. I think AI can help me improve my Chinese language learning abilities.2	5. I think AI can help me improve my Chinese language learning abilities.3	5. I think AI can help me improve my Chinese language learning abilities.4	5. I think AI can help me improve my Chinese language learning abilities.5	5. I think AI can help me improve my Chinese language learning abilities.6

Perceived ease of use (PEOU)
Definition: the extent to which learners perceive that little effort will be required to use AI in learning Chinese language.
	1	2	3	4	5	6
6. I find AI very convenient to use.	6. I find AI very convenient to use.1	6. I find AI very convenient to use.2	6. I find AI very convenient to use.3	6. I find AI very convenient to use.4	6. I find AI very convenient to use.5	6. I find AI very convenient to use.6
7. I find that the content provided by AI is easy to understand.	7. I find that the content provided by AI is easy to understand.1	7. I find that the content provided by AI is easy to understand.2	7. I find that the content provided by AI is easy to understand.3	7. I find that the content provided by AI is easy to understand.4	7. I find that the content provided by AI is easy to understand.5	7. I find that the content provided by AI is easy to understand.6
8. I think it's easy to learn how to use AI.	8. I think it's easy to learn how to use AI.1	8. I think it's easy to learn how to use AI.2	8. I think it's easy to learn how to use AI.3	8. I think it's easy to learn how to use AI.4	8. I think it's easy to learn how to use AI.5	8. I think it's easy to learn how to use AI.6
9. I feel that using AI is straightforward.	9. I feel that using AI is straightforward.1	9. I feel that using AI is straightforward.2	9. I feel that using AI is straightforward.3	9. I feel that using AI is straightforward.4	9. I feel that using AI is straightforward.5	9. I feel that using AI is straightforward.6

Attitudes (Intrinsic Motivation)
Definition: the extent to which learners are interested in and positively assess the use of AI in their Chinese language learning activities.
	1	2	3	4	5	6
10. AI is a very attractive Chinese language learning tool.	10. AI is a very attractive Chinese language learning tool.1	10. AI is a very attractive Chinese language learning tool.2	10. AI is a very attractive Chinese language learning tool.3	10. AI is a very attractive Chinese language learning tool.4	10. AI is a very attractive Chinese language learning tool.5	10. AI is a very attractive Chinese language learning tool.6
11. Learning Chinese language with AI is very interesting.	11. Learning Chinese language with AI is very interesting.1	11. Learning Chinese language with AI is very interesting.2	11. Learning Chinese language with AI is very interesting.3	11. Learning Chinese language with AI is very interesting.4	11. Learning Chinese language with AI is very interesting.5	11. Learning Chinese language with AI is very interesting.6
12. I enjoy learning Chinese language with AI.	12. I enjoy learning Chinese language with AI.1	12. I enjoy learning Chinese language with AI.2	12. I enjoy learning Chinese language with AI.3	12. I enjoy learning Chinese language with AI.4	12. I enjoy learning Chinese language with AI.5	12. I enjoy learning Chinese language with AI.6
13. Using AI for learning Chinese is a good idea.	13. Using AI for learning Chinese is a good idea.1	13. Using AI for learning Chinese is a good idea.2	13. Using AI for learning Chinese is a good idea.3	13. Using AI for learning Chinese is a good idea.4	13. Using AI for learning Chinese is a good idea.5	13. Using AI for learning Chinese is a good idea.6

Behavioral intention (BI)
Definition: the extent to which learners are interested in and positively assess the use of AI in their Chinese language learning activities.
	1	2	3	4	5	6
14. I am willing to spend time and effort to learn how to use AI better.	14. I am willing to spend time and effort to learn how to use AI better.1	14. I am willing to spend time and effort to learn how to use AI better.2	14. I am willing to spend time and effort to learn how to use AI better.3	14. I am willing to spend time and effort to learn how to use AI better.4	14. I am willing to spend time and effort to learn how to use AI better.5	14. I am willing to spend time and effort to learn how to use AI better.6
15. I expect to use AI frequently for learning Chinese language.	15. I expect to use AI frequently for learning Chinese language.1	15. I expect to use AI frequently for learning Chinese language.2	15. I expect to use AI frequently for learning Chinese language.3	15. I expect to use AI frequently for learning Chinese language.4	15. I expect to use AI frequently for learning Chinese language.5	15. I expect to use AI frequently for learning Chinese language.6
16. I plan to use AI to learn Chinese language in future.	16. I plan to use AI to learn Chinese language in future.1	16. I plan to use AI to learn Chinese language in future.2	16. I plan to use AI to learn Chinese language in future.3	16. I plan to use AI to learn Chinese language in future.4	16. I plan to use AI to learn Chinese language in future.5	16. I plan to use AI to learn Chinese language in future.6

Actual Use
Definition: the extent to which learners engage in the autonomous use of AI in their Chinese language learning activities.
	1	2	3	4	5	6
17. I use AI to increase my interest and motivation in learning Chinese language beyond the classroom.	17. I use AI to increase my interest and motivation in learning Chinese language beyond the classroom.1	17. I use AI to increase my interest and motivation in learning Chinese language beyond the classroom.2	17. I use AI to increase my interest and motivation in learning Chinese language beyond the classroom.3	17. I use AI to increase my interest and motivation in learning Chinese language beyond the classroom.4	17. I use AI to increase my interest and motivation in learning Chinese language beyond the classroom.5	17. I use AI to increase my interest and motivation in learning Chinese language beyond the classroom.6
18. I use AI to improve my Chinese language communication skills beyond the classroom.	18. I use AI to improve my Chinese language communication skills beyond the classroom.1	18. I use AI to improve my Chinese language communication skills beyond the classroom.2	18. I use AI to improve my Chinese language communication skills beyond the classroom.3	18. I use AI to improve my Chinese language communication skills beyond the classroom.4	18. I use AI to improve my Chinese language communication skills beyond the classroom.5	18. I use AI to improve my Chinese language communication skills beyond the classroom.6
19. I use AI to enhance my Chinese reading and writing abilities.	19. I use AI to enhance my Chinese reading and writing abilities.1	19. I use AI to enhance my Chinese reading and writing abilities.2	19. I use AI to enhance my Chinese reading and writing abilities.3	19. I use AI to enhance my Chinese reading and writing abilities.4	19. I use AI to enhance my Chinese reading and writing abilities.5	19. I use AI to enhance my Chinese reading and writing abilities.6
20. I use AI to efficiently gather and integrate Chinese language learning information in the informal and online settings	20. I use AI to efficiently gather and integrate Chinese language learning information in the informal and online settings1	20. I use AI to efficiently gather and integrate Chinese language learning information in the informal and online settings2	20. I use AI to efficiently gather and integrate Chinese language learning information in the informal and online settings3	20. I use AI to efficiently gather and integrate Chinese language learning information in the informal and online settings4	20. I use AI to efficiently gather and integrate Chinese language learning information in the informal and online settings5	20. I use AI to efficiently gather and integrate Chinese language learning information in the informal and online settings6
21. I use AI to help me better understand the Chinese culture in out-of-class settings.	21. I use AI to help me better understand the Chinese culture in out-of-class settings.1	21. I use AI to help me better understand the Chinese culture in out-of-class settings.2	21. I use AI to help me better understand the Chinese culture in out-of-class settings.3	21. I use AI to help me better understand the Chinese culture in out-of-class settings.4	21. I use AI to help me better understand the Chinese culture in out-of-class settings.5	21. I use AI to help me better understand the Chinese culture in out-of-class settings.6
22.I use AI to enhance my performance in Chinese language learning both inside and outside the classroom.	22.I use AI to enhance my performance in Chinese language learning both inside and outside the classroom.1	22.I use AI to enhance my performance in Chinese language learning both inside and outside the classroom.2	22.I use AI to enhance my performance in Chinese language learning both inside and outside the classroom.3	22.I use AI to enhance my performance in Chinese language learning both inside and outside the classroom.4	22.I use AI to enhance my performance in Chinese language learning both inside and outside the classroom.5	22.I use AI to enhance my performance in Chinese language learning both inside and outside the classroom.6

Part 4: Personal Factors
1. Growth Mindset (5 items)
Entity Theory of Intelligence (Waller & Papi, 2017) & (Dweck, 2000)

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

Entity Theory of Intelligence (Waller & Papi, 2017)
With the use of AI, how much do you agree with the following statements?
	1	2	3	4	5	6
1. You can improve your Chinese language skills, but you can’t really change your language talent.	1. You can improve your Chinese language skills, but you can’t really change your language talent.1	1. You can improve your Chinese language skills, but you can’t really change your language talent.2	1. You can improve your Chinese language skills, but you can’t really change your language talent.3	1. You can improve your Chinese language skills, but you can’t really change your language talent.4	1. You can improve your Chinese language skills, but you can’t really change your language talent.5	1. You can improve your Chinese language skills, but you can’t really change your language talent.6
2. As a Chinese learner, you have a limited amount of talent for developing your Chinese language skills, and you can’t really do much to change it.	2. As a Chinese learner, you have a limited amount of talent for developing your Chinese language skills, and you can’t really do much to change it.1	2. As a Chinese learner, you have a limited amount of talent for developing your Chinese language skills, and you can’t really do much to change it.2	2. As a Chinese learner, you have a limited amount of talent for developing your Chinese language skills, and you can’t really do much to change it.3	2. As a Chinese learner, you have a limited amount of talent for developing your Chinese language skills, and you can’t really do much to change it.4	2. As a Chinese learner, you have a limited amount of talent for developing your Chinese language skills, and you can’t really do much to change it.5	2. As a Chinese learner, you have a limited amount of talent for developing your Chinese language skills, and you can’t really do much to change it.6
3. No matter how hard you try, as a Chinese language learner you can never write and speak like a native speaker.	3. No matter how hard you try, as a Chinese language learner you can never write and speak like a native speaker.1	3. No matter how hard you try, as a Chinese language learner you can never write and speak like a native speaker.2	3. No matter how hard you try, as a Chinese language learner you can never write and speak like a native speaker.3	3. No matter how hard you try, as a Chinese language learner you can never write and speak like a native speaker.4	3. No matter how hard you try, as a Chinese language learner you can never write and speak like a native speaker.5	3. No matter how hard you try, as a Chinese language learner you can never write and speak like a native speaker.6

Incremental Theory of Intelligence
Incremental Theory of Intelligence	1	2	3	4	5	6
4. With enough practice you will be able to write and speak like a native speaker of Chinese.	4. With enough practice you will be able to write and speak like a native speaker of Chinese.1	4. With enough practice you will be able to write and speak like a native speaker of Chinese.2	4. With enough practice you will be able to write and speak like a native speaker of Chinese.3	4. With enough practice you will be able to write and speak like a native speaker of Chinese.4	4. With enough practice you will be able to write and speak like a native speaker of Chinese.5	4. With enough practice you will be able to write and speak like a native speaker of Chinese.6
5. No matter who you are, you can always learn to write and speak as well as native speakers of Chinese.	5. No matter who you are, you can always learn to write and speak as well as native speakers of Chinese.1	5. No matter who you are, you can always learn to write and speak as well as native speakers of Chinese.2	5. No matter who you are, you can always learn to write and speak as well as native speakers of Chinese.3	5. No matter who you are, you can always learn to write and speak as well as native speakers of Chinese.4	5. No matter who you are, you can always learn to write and speak as well as native speakers of Chinese.5	5. No matter who you are, you can always learn to write and speak as well as native speakers of Chinese.6

2. AI Anxiety (Yu-Yin Wang & Yi-Shun Wang, 2022) (10 items)

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

How much do you agree with the following statements?

AI Anxiety
AI Anxiety	1	2	3	4	5	6
1. Learning to understand all of the special functions associated with an AI technique/product makes me anxious.	1. Learning to understand all of the special functions associated with an AI technique/product makes me anxious.1	1. Learning to understand all of the special functions associated with an AI technique/product makes me anxious.2	1. Learning to understand all of the special functions associated with an AI technique/product makes me anxious.3	1. Learning to understand all of the special functions associated with an AI technique/product makes me anxious.4	1. Learning to understand all of the special functions associated with an AI technique/product makes me anxious.5	1. Learning to understand all of the special functions associated with an AI technique/product makes me anxious.6
2. Learning to use AI techniques/products makes me anxious.	2. Learning to use AI techniques/products makes me anxious.1	2. Learning to use AI techniques/products makes me anxious.2	2. Learning to use AI techniques/products makes me anxious.3	2. Learning to use AI techniques/products makes me anxious.4	2. Learning to use AI techniques/products makes me anxious.5	2. Learning to use AI techniques/products makes me anxious.6
3. Learning to use specific functions of an AI technique/product makes me anxious.	3. Learning to use specific functions of an AI technique/product makes me anxious.1	3. Learning to use specific functions of an AI technique/product makes me anxious.2	3. Learning to use specific functions of an AI technique/product makes me anxious.3	3. Learning to use specific functions of an AI technique/product makes me anxious.4	3. Learning to use specific functions of an AI technique/product makes me anxious.5	3. Learning to use specific functions of an AI technique/product makes me anxious.6
4. Learning how an AI technique/product works makes me anxious.	4. Learning how an AI technique/product works makes me anxious.1	4. Learning how an AI technique/product works makes me anxious.2	4. Learning how an AI technique/product works makes me anxious.3	4. Learning how an AI technique/product works makes me anxious.4	4. Learning how an AI technique/product works makes me anxious.5	4. Learning how an AI technique/product works makes me anxious.6
5. Learning to interact with an AI technique/product makes me anxious.	5. Learning to interact with an AI technique/product makes me anxious.1	5. Learning to interact with an AI technique/product makes me anxious.2	5. Learning to interact with an AI technique/product makes me anxious.3	5. Learning to interact with an AI technique/product makes me anxious.4	5. Learning to interact with an AI technique/product makes me anxious.5	5. Learning to interact with an AI technique/product makes me anxious.6
6. Taking a class about the development of AI techniques/products makes me anxious.	6. Taking a class about the development of AI techniques/products makes me anxious.1	6. Taking a class about the development of AI techniques/products makes me anxious.2	6. Taking a class about the development of AI techniques/products makes me anxious.3	6. Taking a class about the development of AI techniques/products makes me anxious.4	6. Taking a class about the development of AI techniques/products makes me anxious.5	6. Taking a class about the development of AI techniques/products makes me anxious.6
7. Being unable to keep up with the advances associated with AI techniques/products makes me anxious.	7. Being unable to keep up with the advances associated with AI techniques/products makes me anxious.1	7. Being unable to keep up with the advances associated with AI techniques/products makes me anxious.2	7. Being unable to keep up with the advances associated with AI techniques/products makes me anxious.3	7. Being unable to keep up with the advances associated with AI techniques/products makes me anxious.4	7. Being unable to keep up with the advances associated with AI techniques/products makes me anxious.5	7. Being unable to keep up with the advances associated with AI techniques/products makes me anxious.6
8. Reading an AI technique/product manual makes me anxious.	8. Reading an AI technique/product manual makes me anxious.1	8. Reading an AI technique/product manual makes me anxious.2	8. Reading an AI technique/product manual makes me anxious.3	8. Reading an AI technique/product manual makes me anxious.4	8. Reading an AI technique/product manual makes me anxious.5	8. Reading an AI technique/product manual makes me anxious.6

3. Motivation -- Why do I learn with AI? (Jiajing & et al., 2024 (20 items)

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

AI Motivation Items 1-20
AI Motivation Items 1-20	1	2	3	4	5	6
1. I will feel guilty if I don't learn with AI.	1. I will feel guilty if I don't learn with AI.1	1. I will feel guilty if I don't learn with AI.2	1. I will feel guilty if I don't learn with AI.3	1. I will feel guilty if I don't learn with AI.4	1. I will feel guilty if I don't learn with AI.5	1. I will feel guilty if I don't learn with AI.6
2. I feel a sense of obligation to learn with AI because others expect it of me.	2. I feel a sense of obligation to learn with AI because others expect it of me.1	2. I feel a sense of obligation to learn with AI because others expect it of me.2	2. I feel a sense of obligation to learn with AI because others expect it of me.3	2. I feel a sense of obligation to learn with AI because others expect it of me.4	2. I feel a sense of obligation to learn with AI because others expect it of me.5	2. I feel a sense of obligation to learn with AI because others expect it of me.6
3. I will feel ashamed if I cannot learn with AI.	3. I will feel ashamed if I cannot learn with AI.1	3. I will feel ashamed if I cannot learn with AI.2	3. I will feel ashamed if I cannot learn with AI.3	3. I will feel ashamed if I cannot learn with AI.4	3. I will feel ashamed if I cannot learn with AI.5	3. I will feel ashamed if I cannot learn with AI.6
4. I will feel ashamed if others think I am incapable of learning with AI.	4. I will feel ashamed if others think I am incapable of learning with AI.1	4. I will feel ashamed if others think I am incapable of learning with AI.2	4. I will feel ashamed if others think I am incapable of learning with AI.3	4. I will feel ashamed if others think I am incapable of learning with AI.4	4. I will feel ashamed if others think I am incapable of learning with AI.5	4. I will feel ashamed if others think I am incapable of learning with AI.6
5. I have no other choice but to learn with AI.	5. I have no other choice but to learn with AI.1	5. I have no other choice but to learn with AI.2	5. I have no other choice but to learn with AI.3	5. I have no other choice but to learn with AI.4	5. I have no other choice but to learn with AI.5	5. I have no other choice but to learn with AI.6
6. Learning with AI is one of the rules.	6. Learning with AI is one of the rules.1	6. Learning with AI is one of the rules.2	6. Learning with AI is one of the rules.3	6. Learning with AI is one of the rules.4	6. Learning with AI is one of the rules.5	6. Learning with AI is one of the rules.6
7. I will get in trouble if I don't learn with AI.	7. I will get in trouble if I don't learn with AI.1	7. I will get in trouble if I don't learn with AI.2	7. I will get in trouble if I don't learn with AI.3	7. I will get in trouble if I don't learn with AI.4	7. I will get in trouble if I don't learn with AI.5	7. I will get in trouble if I don't learn with AI.6
8. I'm required to learning with AI.	8. I'm required to learning with AI.1	8. I'm required to learning with AI.2	8. I'm required to learning with AI.3	8. I'm required to learning with AI.4	8. I'm required to learning with AI.5	8. I'm required to learning with AI.6
9. I enjoy learning with AI very much.	9. I enjoy learning with AI very much.1	9. I enjoy learning with AI very much.2	9. I enjoy learning with AI very much.3	9. I enjoy learning with AI very much.4	9. I enjoy learning with AI very much.5	9. I enjoy learning with AI very much.6
10. Learning with AI is fun for me.	10. Learning with AI is fun for me.1	10. Learning with AI is fun for me.2	10. Learning with AI is fun for me.3	10. Learning with AI is fun for me.4	10. Learning with AI is fun for me.5	10. Learning with AI is fun for me.6
11. I feel satisfied through learning with AI.	11. I feel satisfied through learning with AI.1	11. I feel satisfied through learning with AI.2	11. I feel satisfied through learning with AI.3	11. I feel satisfied through learning with AI.4	11. I feel satisfied through learning with AI.5	11. I feel satisfied through learning with AI.6
12. Exploring knowledge with AI is fascinating to me.	12. Exploring knowledge with AI is fascinating to me.1	12. Exploring knowledge with AI is fascinating to me.2	12. Exploring knowledge with AI is fascinating to me.3	12. Exploring knowledge with AI is fascinating to me.4	12. Exploring knowledge with AI is fascinating to me.5	12. Exploring knowledge with AI is fascinating to me.6
13. Learning with AI could enhance my effectiveness.	13. Learning with AI could enhance my effectiveness.1	13. Learning with AI could enhance my effectiveness.2	13. Learning with AI could enhance my effectiveness.3	13. Learning with AI could enhance my effectiveness.4	13. Learning with AI could enhance my effectiveness.5	13. Learning with AI could enhance my effectiveness.6
14. Learning with AI is important for my academic performance.	14. Learning with AI is important for my academic performance.1	14. Learning with AI is important for my academic performance.2	14. Learning with AI is important for my academic performance.3	14. Learning with AI is important for my academic performance.4	14. Learning with AI is important for my academic performance.5	14. Learning with AI is important for my academic performance.6
15. Learning with AI is important for my future career.	15. Learning with AI is important for my future career.1	15. Learning with AI is important for my future career.2	15. Learning with AI is important for my future career.3	15. Learning with AI is important for my future career.4	15. Learning with AI is important for my future career.5	15. Learning with AI is important for my future career.6
16. Learning with AI is important in helping me deal with future changes.	16. Learning with AI is important in helping me deal with future changes.1	16. Learning with AI is important in helping me deal with future changes.2	16. Learning with AI is important in helping me deal with future changes.3	16. Learning with AI is important in helping me deal with future changes.4	16. Learning with AI is important in helping me deal with future changes.5	16. Learning with AI is important in helping me deal with future changes.6
17. Learning with AI is meaningless.	17. Learning with AI is meaningless.1	17. Learning with AI is meaningless.2	17. Learning with AI is meaningless.3	17. Learning with AI is meaningless.4	17. Learning with AI is meaningless.5	17. Learning with AI is meaningless.6
18. I cannot come to see why I need to learn with AI.	18. I cannot come to see why I need to learn with AI.1	18. I cannot come to see why I need to learn with AI.2	18. I cannot come to see why I need to learn with AI.3	18. I cannot come to see why I need to learn with AI.4	18. I cannot come to see why I need to learn with AI.5	18. I cannot come to see why I need to learn with AI.6
19. I don't know what I am getting out of learning with AI.	19. I don't know what I am getting out of learning with AI.1	19. I don't know what I am getting out of learning with AI.2	19. I don't know what I am getting out of learning with AI.3	19. I don't know what I am getting out of learning with AI.4	19. I don't know what I am getting out of learning with AI.5	19. I don't know what I am getting out of learning with AI.6
20. Learning with AI is wasting my time.	20. Learning with AI is wasting my time.1	20. Learning with AI is wasting my time.2	20. Learning with AI is wasting my time.3	20. Learning with AI is wasting my time.4	20. Learning with AI is wasting my time.5	20. Learning with AI is wasting my time.6

4. Expectancy-Value Beliefs (Students' perception of their ability to succeed in a task)
(Jiajing & et al., 2024) (16 items)

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

In the Chinese language classes, what are your perceptions and attitudes regarding your ability to succeed in learning the language?

3. AI Expectancy -Value (Items 1-16)
3. AI Expectancy -Value (Items 1-16)	1	2	3	4	5	6
1. I know I can learn with AI well.	1. I know I can learn with AI well.1	1. I know I can learn with AI well.2	1. I know I can learn with AI well.3	1. I know I can learn with AI well.4	1. I know I can learn with AI well.5	1. I know I can learn with AI well.6
2. I believe that I can be successful in learning with AI.	2. I believe that I can be successful in learning with AI.1	2. I believe that I can be successful in learning with AI.2	2. I believe that I can be successful in learning with AI.3	2. I believe that I can be successful in learning with AI.4	2. I believe that I can be successful in learning with AI.5	2. I believe that I can be successful in learning with AI.6
3. I am conﬁdent that I can gain more knowledge with AI.	3. I am conﬁdent that I can gain more knowledge with AI.1	3. I am conﬁdent that I can gain more knowledge with AI.2	3. I am conﬁdent that I can gain more knowledge with AI.3	3. I am conﬁdent that I can gain more knowledge with AI.4	3. I am conﬁdent that I can gain more knowledge with AI.5	3. I am conﬁdent that I can gain more knowledge with AI.6
4. I feel conﬁdent that I will do well in learning with AI.	4. I feel conﬁdent that I will do well in learning with AI.1	4. I feel conﬁdent that I will do well in learning with AI.2	4. I feel conﬁdent that I will do well in learning with AI.3	4. I feel conﬁdent that I will do well in learning with AI.4	4. I feel conﬁdent that I will do well in learning with AI.5	4. I feel conﬁdent that I will do well in learning with AI.6
5. Learning with AI increases my productivity.	5. Learning with AI increases my productivity.1	5. Learning with AI increases my productivity.2	5. Learning with AI increases my productivity.3	5. Learning with AI increases my productivity.4	5. Learning with AI increases my productivity.5	5. Learning with AI increases my productivity.6
6. Learning with AI enhances my eﬀectiveness.	6. Learning with AI enhances my eﬀectiveness.1	6. Learning with AI enhances my eﬀectiveness.2	6. Learning with AI enhances my eﬀectiveness.3	6. Learning with AI enhances my eﬀectiveness.4	6. Learning with AI enhances my eﬀectiveness.5	6. Learning with AI enhances my eﬀectiveness.6
7. Learning with AI provides me with unique insights.	7. Learning with AI provides me with unique insights.1	7. Learning with AI provides me with unique insights.2	7. Learning with AI provides me with unique insights.3	7. Learning with AI provides me with unique insights.4	7. Learning with AI provides me with unique insights.5	7. Learning with AI provides me with unique insights.6
8. Learning with AI enables me to accomplish tasks more quickly.	8. Learning with AI enables me to accomplish tasks more quickly.1	8. Learning with AI enables me to accomplish tasks more quickly.2	8. Learning with AI enables me to accomplish tasks more quickly.3	8. Learning with AI enables me to accomplish tasks more quickly.4	8. Learning with AI enables me to accomplish tasks more quickly.5	8. Learning with AI enables me to accomplish tasks more quickly.6
9. Learning with AI is beneﬁcial for my future career.	9. Learning with AI is beneﬁcial for my future career.1	9. Learning with AI is beneﬁcial for my future career.2	9. Learning with AI is beneﬁcial for my future career.3	9. Learning with AI is beneﬁcial for my future career.4	9. Learning with AI is beneﬁcial for my future career.5	9. Learning with AI is beneﬁcial for my future career.6
10. Learning with AI improves my academic performance.	10. Learning with AI improves my academic performance.1	10. Learning with AI improves my academic performance.2	10. Learning with AI improves my academic performance.3	10. Learning with AI improves my academic performance.4	10. Learning with AI improves my academic performance.5	10. Learning with AI improves my academic performance.6
11. Learning with AI improves my digital competence.	11. Learning with AI improves my digital competence.1	11. Learning with AI improves my digital competence.2	11. Learning with AI improves my digital competence.3	11. Learning with AI improves my digital competence.4	11. Learning with AI improves my digital competence.5	11. Learning with AI improves my digital competence.6
12. Learning with AI enhances my ability to achieve my academic goals.	12. Learning with AI enhances my ability to achieve my academic goals.1	12. Learning with AI enhances my ability to achieve my academic goals.2	12. Learning with AI enhances my ability to achieve my academic goals.3	12. Learning with AI enhances my ability to achieve my academic goals.4	12. Learning with AI enhances my ability to achieve my academic goals.5	12. Learning with AI enhances my ability to achieve my academic goals.6
13. Learning with AI could limit my opportunities for interpersonal interactions.	13. Learning with AI could limit my opportunities for interpersonal interactions.1	13. Learning with AI could limit my opportunities for interpersonal interactions.2	13. Learning with AI could limit my opportunities for interpersonal interactions.3	13. Learning with AI could limit my opportunities for interpersonal interactions.4	13. Learning with AI could limit my opportunities for interpersonal interactions.5	13. Learning with AI could limit my opportunities for interpersonal interactions.6
14. Learning with AI could undermine the value of a university education.	14. Learning with AI could undermine the value of a university education.1	14. Learning with AI could undermine the value of a university education.2	14. Learning with AI could undermine the value of a university education.3	14. Learning with AI could undermine the value of a university education.4	14. Learning with AI could undermine the value of a university education.5	14. Learning with AI could undermine the value of a university education.6
15. I can become over-reliant on AI.	15. I can become over-reliant on AI.1	15. I can become over-reliant on AI.2	15. I can become over-reliant on AI.3	15. I can become over-reliant on AI.4	15. I can become over-reliant on AI.5	15. I can become over-reliant on AI.6
16. Learning with AI could hinder my development of generic skills such as teamwork and leadership skills.	16. Learning with AI could hinder my development of generic skills such as teamwork and leadership skills.1	16. Learning with AI could hinder my development of generic skills such as teamwork and leadership skills.2	16. Learning with AI could hinder my development of generic skills such as teamwork and leadership skills.3	16. Learning with AI could hinder my development of generic skills such as teamwork and leadership skills.4	16. Learning with AI could hinder my development of generic skills such as teamwork and leadership skills.5	16. Learning with AI could hinder my development of generic skills such as teamwork and leadership skills.6

5. Student Engagement (Oga-Baldwin 2019) (14 items)

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

Behavioral Engagement (Oga-Baldwin 2019)
	1	2	3	4	5	6
1. I participated in Chinese language class activities.	1. I participated in Chinese language class activities.1	1. I participated in Chinese language class activities.2	1. I participated in Chinese language class activities.3	1. I participated in Chinese language class activities.4	1. I participated in Chinese language class activities.5	1. I participated in Chinese language class activities.6
2. I paid attention to my Chinese language teacher today.	2. I paid attention to my Chinese language teacher today.1	2. I paid attention to my Chinese language teacher today.2	2. I paid attention to my Chinese language teacher today.3	2. I paid attention to my Chinese language teacher today.4	2. I paid attention to my Chinese language teacher today.5	2. I paid attention to my Chinese language teacher today.6
3. I listened very carefully in Chinese language class.	3. I listened very carefully in Chinese language class.1	3. I listened very carefully in Chinese language class.2	3. I listened very carefully in Chinese language class.3	3. I listened very carefully in Chinese language class.4	3. I listened very carefully in Chinese language class.5	3. I listened very carefully in Chinese language class.6
4. I tried to do well in today’s Chinese language class.	4. I tried to do well in today’s Chinese language class.1	4. I tried to do well in today’s Chinese language class.2	4. I tried to do well in today’s Chinese language class.3	4. I tried to do well in today’s Chinese language class.4	4. I tried to do well in today’s Chinese language class.5	4. I tried to do well in today’s Chinese language class.6
5. I worked as hard as I could in today’s Chinese language class.	5. I worked as hard as I could in today’s Chinese language class.1	5. I worked as hard as I could in today’s Chinese language class.2	5. I worked as hard as I could in today’s Chinese language class.3	5. I worked as hard as I could in today’s Chinese language class.4	5. I worked as hard as I could in today’s Chinese language class.5	5. I worked as hard as I could in today’s Chinese language class.6

Emotional Engagement
Emotional Engagement	1	2	3	4	5	6
6. I felt good in Chinese language class.	6. I felt good in Chinese language class.1	6. I felt good in Chinese language class.2	6. I felt good in Chinese language class.3	6. I felt good in Chinese language class.4	6. I felt good in Chinese language class.5	6. I felt good in Chinese language class.6
7. I enjoyed today’s Chinese language classroom activities.	7. I enjoyed today’s Chinese language classroom activities.1	7. I enjoyed today’s Chinese language classroom activities.2	7. I enjoyed today’s Chinese language classroom activities.3	7. I enjoyed today’s Chinese language classroom activities.4	7. I enjoyed today’s Chinese language classroom activities.5	7. I enjoyed today’s Chinese language classroom activities.6
8. I was interested in the Chinese language learning material today.	8. I was interested in the Chinese language learning material today.1	8. I was interested in the Chinese language learning material today.2	8. I was interested in the Chinese language learning material today.3	8. I was interested in the Chinese language learning material today.4	8. I was interested in the Chinese language learning material today.5	8. I was interested in the Chinese language learning material today.6
9. Today’s Chinese language class was fun.	9. Today’s Chinese language class was fun.1	9. Today’s Chinese language class was fun.2	9. Today’s Chinese language class was fun.3	9. Today’s Chinese language class was fun.4	9. Today’s Chinese language class was fun.5	9. Today’s Chinese language class was fun.6

Cognitive Engagement
Cognitive Engagement	1	2	3	4	5	6
10. I expressed myself using Chinese language.	10. I expressed myself using Chinese language.1	10. I expressed myself using Chinese language.2	10. I expressed myself using Chinese language.3	10. I expressed myself using Chinese language.4	10. I expressed myself using Chinese language.5	10. I expressed myself using Chinese language.6
11. I thought about what I wanted to say.	11. I thought about what I wanted to say.1	11. I thought about what I wanted to say.2	11. I thought about what I wanted to say.3	11. I thought about what I wanted to say.4	11. I thought about what I wanted to say.5	11. I thought about what I wanted to say.6
12. I used Chinese language to communicate.	12. I used Chinese language to communicate.1	12. I used Chinese language to communicate.2	12. I used Chinese language to communicate.3	12. I used Chinese language to communicate.4	12. I used Chinese language to communicate.5	12. I used Chinese language to communicate.6
13. I thought about what other people were saying in Chinese language.	13. I thought about what other people were saying in Chinese language.1	13. I thought about what other people were saying in Chinese language.2	13. I thought about what other people were saying in Chinese language.3	13. I thought about what other people were saying in Chinese language.4	13. I thought about what other people were saying in Chinese language.5	13. I thought about what other people were saying in Chinese language.6
14. I tried to understand the Chinese language.	14. I tried to understand the Chinese language.1	14. I tried to understand the Chinese language.2	14. I tried to understand the Chinese language.3	14. I tried to understand the Chinese language.4	14. I tried to understand the Chinese language.5	14. I tried to understand the Chinese language.6

6. Self-Efficacy for learning and performance (Lin, Gong & Xu, 2021)

1 = Not at all true of me
2 = Slightly true of me
3 = Moderately true of me
4 = Somewhat true of me
5 = Mostly true of me
6 = Very true of me

Self-Efficacy for learning and performance:
	1	2	3	4	5	6
1. I believe I will receive an excellent grade in the class.	1. I believe I will receive an excellent grade in the class.1	1. I believe I will receive an excellent grade in the class.2	1. I believe I will receive an excellent grade in the class.3	1. I believe I will receive an excellent grade in the class.4	1. I believe I will receive an excellent grade in the class.5	1. I believe I will receive an excellent grade in the class.6
2. I am certain I can understand the most difficult material presented in the readings for the course.	2. I am certain I can understand the most difficult material presented in the readings for the course.1	2. I am certain I can understand the most difficult material presented in the readings for the course.2	2. I am certain I can understand the most difficult material presented in the readings for the course.3	2. I am certain I can understand the most difficult material presented in the readings for the course.4	2. I am certain I can understand the most difficult material presented in the readings for the course.5	2. I am certain I can understand the most difficult material presented in the readings for the course.6
3. I am confident I can understand the most complex material presented by the instructor in the course.	3. I am confident I can understand the most complex material presented by the instructor in the course.1	3. I am confident I can understand the most complex material presented by the instructor in the course.2	3. I am confident I can understand the most complex material presented by the instructor in the course.3	3. I am confident I can understand the most complex material presented by the instructor in the course.4	3. I am confident I can understand the most complex material presented by the instructor in the course.5	3. I am confident I can understand the most complex material presented by the instructor in the course.6
4. I am confident I can do an excellent job on the assignments and tests in the course.	4. I am confident I can do an excellent job on the assignments and tests in the course.1	4. I am confident I can do an excellent job on the assignments and tests in the course.2	4. I am confident I can do an excellent job on the assignments and tests in the course.3	4. I am confident I can do an excellent job on the assignments and tests in the course.4	4. I am confident I can do an excellent job on the assignments and tests in the course.5	4. I am confident I can do an excellent job on the assignments and tests in the course.6
5. I am certain I can master the skills being taught in the class.	5. I am certain I can master the skills being taught in the class.1	5. I am certain I can master the skills being taught in the class.2	5. I am certain I can master the skills being taught in the class.3	5. I am certain I can master the skills being taught in the class.4	5. I am certain I can master the skills being taught in the class.5	5. I am certain I can master the skills being taught in the class.6

7. Academic Grit Scale (Clark & Malecki, 2019)

Did the adoption of AI affect your academic perseverance and consistency of interest?

Please respond to the following items by reading each statement and then selecting the response that can best describe youself. There are no right or wrong answers, so please be honest.

1 = Not at all like me
2 = Not much like me
3 = Somewhat like me
4 = Moderately like me
5 = Mostly like me
6 = Very much like me

Academic Grit Scale:
Academic Grit Scale:	1	2	3	4	5	6
1.I can do almost all the work in a language class if I don't give up.	1.I can do almost all the work in a language class if I don't give up.1	1.I can do almost all the work in a language class if I don't give up.2	1.I can do almost all the work in a language class if I don't give up.3	1.I can do almost all the work in a language class if I don't give up.4	1.I can do almost all the work in a language class if I don't give up.5	1.I can do almost all the work in a language class if I don't give up.6
1. I push myself to do my personal best in the language class.	1. I push myself to do my personal best in the language class.1	1. I push myself to do my personal best in the language class.2	1. I push myself to do my personal best in the language class.3	1. I push myself to do my personal best in the language class.4	1. I push myself to do my personal best in the language class.5	1. I push myself to do my personal best in the language class.6
2. I work toward my academic goals no matter how long they take to reach in the language classroom context.	2. I work toward my academic goals no matter how long they take to reach in the language classroom context.1	2. I work toward my academic goals no matter how long they take to reach in the language classroom context.2	2. I work toward my academic goals no matter how long they take to reach in the language classroom context.3	2. I work toward my academic goals no matter how long they take to reach in the language classroom context.4	2. I work toward my academic goals no matter how long they take to reach in the language classroom context.5	2. I work toward my academic goals no matter how long they take to reach in the language classroom context.6
3. Even when I could do something more fun, I give my language assignments my best effort.	3. Even when I could do something more fun, I give my language assignments my best effort.1	3. Even when I could do something more fun, I give my language assignments my best effort.2	3. Even when I could do something more fun, I give my language assignments my best effort.3	3. Even when I could do something more fun, I give my language assignments my best effort.4	3. Even when I could do something more fun, I give my language assignments my best effort.5	3. Even when I could do something more fun, I give my language assignments my best effort.6
4. I complete my language assignments no matter how difficult they are.	4. I complete my language assignments no matter how difficult they are.1	4. I complete my language assignments no matter how difficult they are.2	4. I complete my language assignments no matter how difficult they are.3	4. I complete my language assignments no matter how difficult they are.4	4. I complete my language assignments no matter how difficult they are.5	4. I complete my language assignments no matter how difficult they are.6
5. I am determined to give my best effort in completing language assignments.	5. I am determined to give my best effort in completing language assignments.1	5. I am determined to give my best effort in completing language assignments.2	5. I am determined to give my best effort in completing language assignments.3	5. I am determined to give my best effort in completing language assignments.4	5. I am determined to give my best effort in completing language assignments.5	5. I am determined to give my best effort in completing language assignments.6
6. Once I set a goal in language learning, I try to overcome any challenges that arise in completing my assignments.	6. Once I set a goal in language learning, I try to overcome any challenges that arise in completing my assignments.1	6. Once I set a goal in language learning, I try to overcome any challenges that arise in completing my assignments.2	6. Once I set a goal in language learning, I try to overcome any challenges that arise in completing my assignments.3	6. Once I set a goal in language learning, I try to overcome any challenges that arise in completing my assignments.4	6. Once I set a goal in language learning, I try to overcome any challenges that arise in completing my assignments.5	6. Once I set a goal in language learning, I try to overcome any challenges that arise in completing my assignments.6
7. I am able to balance working hard in language learning with my other hobbies and interests.	7. I am able to balance working hard in language learning with my other hobbies and interests.1	7. I am able to balance working hard in language learning with my other hobbies and interests.2	7. I am able to balance working hard in language learning with my other hobbies and interests.3	7. I am able to balance working hard in language learning with my other hobbies and interests.4	7. I am able to balance working hard in language learning with my other hobbies and interests.5	7. I am able to balance working hard in language learning with my other hobbies and interests.6
8. Even if I am struggling in language class, I keep trying my best in completing assignments.	8. Even if I am struggling in language class, I keep trying my best in completing assignments.1	8. Even if I am struggling in language class, I keep trying my best in completing assignments.2	8. Even if I am struggling in language class, I keep trying my best in completing assignments.3	8. Even if I am struggling in language class, I keep trying my best in completing assignments.4	8. Even if I am struggling in language class, I keep trying my best in completing assignments.5	8. Even if I am struggling in language class, I keep trying my best in completing assignments.6
9. When it comes to completing assignments in language class, I always try my hardest.	9. When it comes to completing assignments in language class, I always try my hardest.1	9. When it comes to completing assignments in language class, I always try my hardest.2	9. When it comes to completing assignments in language class, I always try my hardest.3	9. When it comes to completing assignments in language class, I always try my hardest.4	9. When it comes to completing assignments in language class, I always try my hardest.5	9. When it comes to completing assignments in language class, I always try my hardest.6
10. In language class, I work hard to achieve challenging goals in completing assignments.	10. In language class, I work hard to achieve challenging goals in completing assignments.1	10. In language class, I work hard to achieve challenging goals in completing assignments.2	10. In language class, I work hard to achieve challenging goals in completing assignments.3	10. In language class, I work hard to achieve challenging goals in completing assignments.4	10. In language class, I work hard to achieve challenging goals in completing assignments.5	10. In language class, I work hard to achieve challenging goals in completing assignments.6

End of the Survey
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This study has been granted approval for ethics clearance by the Survey and Behavioral Research Ethics Committee of CUHK (The Chinese University of Hong Kong) for the collection of data involving human participants (Reference No. SBRE-23-0773).

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If you have any inquiries about this study, please feel free to contact the principal investigator, Prof. Vivian Lee, at 3943-8012 or vivianlee@cuhk.edu.hk (CLEAR). or the Research Assistant, Ms. Jesse Lee, at 3943-0510 or jesselee@cuhk.edu.hk.

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References: (Hidden in this survey form)

Abdelhalim, S. M. (2024). Using ChatGPT to promote research competency: English as a Foreign Language undergraduates' perceptions and practices across varied metacognitive awareness levels. Journal of Computer Assisted Learning.

Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of educational psychology, 105(1), 25.

Kim, S., Shim, J., & Shim, J. (2023). A study on the utilization of OpenAI ChatGPT as a second language learning tool. Journal of Multimedia Information System, 10(1), 79-88.

Kostka, I., & Toncelli, R. (2023). Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. TESL-EJ, 27(3), n3.

Lai, C. Y., Cheung, K. Y., & Chan, C. S. (2023). Exploring the role of intrinsic motivation in ChatGPT adoption to support active learning: An extension of the technology acceptance model. Computers and Education: Artificial Intelligence, 5, 100178.

Li, X., Li, B., & Cho, S. J. (2023). Empowering Chinese Language Learners from Low-Income Families to Improve Their Chinese Writing with ChatGPT’s Assistance Afterschool. Languages, 8(4), 238.

Liu, G., & Ma, C. (2024). Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model. Innovation in Language Learning and Teaching, 18(2), 125-138.

Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Ann Arbor: University of Michigan, 734-763.

Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language learning, 50(1), 57-85.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.

Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and instruction, 42, 95-103.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475.

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843.

Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221.

Yu-Yin Wang & Yi-Shun Wang (2022) Development and validation of an artificial intelligence anxiety scale: an initial application in predicting motivated learning behavior, Interactive Learning Environments, 30:4, 619-634, DOI: 10.1080/10494820.2019.1674887

Waller, L., & Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 35, 54-65.
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AI-Student Survey -Advancing Language Learning: Integrating Large Language Models in Chinese Education for Non-Chinese Speaking Students. (SBRE:23-0773)

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University Names:

This survey is only for non-Chinese speaking students who have either studied Chinese Language at their University's Chinese Language Centre or studied through other means, such as self-study.

Part 1: General Information

Part 2: Learning Support & Experiences

4. Facilitating Conditions/Contextual factors 1=Strongly Disagree 2=Disagree 3=Somewhat Disagree 4=Somewhat Agree 5=Agree 6=Strongly Agree

Part 3: TAM Model - Perceptions of AI in Education (Liu & Ma, 2024) & (Lai, Cheung, & Chan, 2023) (22 items)

The Technology Acceptance Model (TAM) is a theoretical framework that explains individuals' acceptance and usage behaviour towards technology based on their perceived usefulness and ease of use. 1=Strongly Disagree 2=Disagree 3=Somewhat Disagree 4=Somewhat Agree 5=Agree 6=Strongly Agree

Part 4: Personal Factors

1. Growth Mindset (5 items) Entity Theory of Intelligence (Waller & Papi, 2017) & (Dweck, 2000) 1=Strongly Disagree 2=Disagree 3=Somewhat Disagree 4=Somewhat Agree 5=Agree 6=Strongly Agree

2. AI Anxiety (Yu-Yin Wang & Yi-Shun Wang, 2022) (10 items) 1=Strongly Disagree 2=Disagree 3=Somewhat Disagree 4=Somewhat Agree 5=Agree 6=Strongly Agree How much do you agree with the following statements?

3. Motivation -- Why do I learn with AI? (Jiajing & et al., 2024 (20 items) 1=Strongly Disagree 2=Disagree 3=Somewhat Disagree 4=Somewhat Agree 5=Agree 6=Strongly Agree

5. Student Engagement (Oga-Baldwin 2019) (14 items) 1=Strongly Disagree 2=Disagree 3=Somewhat Disagree 4=Somewhat Agree 5=Agree 6=Strongly Agree

6. Self-Efficacy for learning and performance (Lin, Gong & Xu, 2021) 1 = Not at all true of me 2 = Slightly true of me 3 = Moderately true of me 4 = Somewhat true of me 5 = Mostly true of me 6 = Very true of me

End of the Survey

Student Interview Would you like to join the individual interview? (Zoom/ face-to-face Interview at 5/F, CLEAR Conference Room) (HK$100 e-book coupon will be given to the full-time CUHK students) Interview Time will be around March to April 2025 or earlier.

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4. Facilitating Conditions/Contextual factors

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

The Technology Acceptance Model (TAM) is a theoretical framework that explains individuals' acceptance and usage behaviour towards technology based on their perceived usefulness and ease of use.

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

1. Growth Mindset (5 items)
Entity Theory of Intelligence (Waller & Papi, 2017) & (Dweck, 2000)

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

2. AI Anxiety (Yu-Yin Wang & Yi-Shun Wang, 2022) (10 items)

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

How much do you agree with the following statements?

3. Motivation -- Why do I learn with AI? (Jiajing & et al., 2024 (20 items)

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

5. Student Engagement (Oga-Baldwin 2019) (14 items)

1=Strongly Disagree
2=Disagree
3=Somewhat Disagree
4=Somewhat Agree
5=Agree
6=Strongly Agree

6. Self-Efficacy for learning and performance (Lin, Gong & Xu, 2021)

1 = Not at all true of me
2 = Slightly true of me
3 = Moderately true of me
4 = Somewhat true of me
5 = Mostly true of me
6 = Very true of me

Student Interview
Would you like to join the individual interview? (Zoom/ face-to-face Interview at 5/F, CLEAR Conference Room)
(HK$100 e-book coupon will be given to the full-time CUHK students)
Interview Time will be around March to April 2025 or earlier.