Journal Article

An empirical study of the AI-driven platform in blended learning for Business English performance and student engagement

Phongsatha, Satha, Cao, Sha

2025

Overview

This study investigates the effects of Foreign Language Intelligent Teaching (FLIT)-integrated blended learning (FBL) on Business English proficiency and student engagement in a Chinese university context. Using a quasi-experimental design with 472 undergraduates, the research compares an experimental group ( n  = 240) exposed to AI-driven blended instruction with a control group ( n  = 232) taught via conventional methods. ANCOVA results indicated significantly higher post-test scores in the experimental group across reading ( F (1, 466) = 26.90, p  < .001, η 2 ₚ  = .055), listening ( F (1, 466) = 36.20, p  < .001, η 2 ₚ  = .072), writing ( F (1, 466) = 47.70, p  < .001, η 2 ₚ  = .093), and speaking ( F (1, 466) = 34.49, p  < .001, η 2 ₚ  = .069). Independent samples t -tests revealed significantly greater cognitive ( t (470) = 3.73, p  < .001, d  = .344) and behavioral engagement ( t (470) = 7.09, p  < .001, d  = .653) in the experimental group, while emotional engagement showed a marginal difference (Welch’s t (426) = − 1.95, p  = .051, d  = − .18). These findings provide robust empirical support for the pedagogical effectiveness of AI-enhanced instruction in improving Business English outcomes and learner engagement. This study explores innovative methods in language assessment and technology-enhanced language teaching by providing empirical validation of an AI-driven learning and assessment platform for Business English instruction.

• Publisher: Springer International Publishing,Springer Nature B.V,SpringerOpen
• Subject: Adaptive learning / AI-driven blended learning / Artificial intelligence / Assessment / Automation / Blended learning / Business / Business Communication / Business English / Business English instruction / Business students / Chinese languages / Class Activities / College English / College students / Communication / Communication Skills / Communicative Competence (Languages) / Competence / Control Groups / Conventional Instruction / Education / English (Second Language) / English Curriculum / English language / English proficiency / Experimental Groups / Feedback / FLIT / Foreign language learning / Foreign languages / Formative Evaluation / Grammar Translation Method / Groups / Individual Differences / Individual Needs / Individualized Instruction / Influence of Technology / Intelligence / Language / Language acquisition / Language assessment / Language Education / Language instruction / Language proficiency / Language Skills / Language Teachers / Language Tests / Learner Engagement / Learning / Learning environment / Learning outcomes / Listening / Listening skills / Organizational effectiveness / Pedagogy / Personalized learning / Quasi-experimental methods / Reading skills / Research design / Scores / Second language instruction / Second language writing / Skills / Speaking / Student participation / Teachers / Teaching / Teaching methods / Test scores / Testing and Evaluation / Undergraduate students / Voice recognition / Writing / Writing skills