UROP Research Mentor Project Submission Portal: Submission #1088
Submission information
Submission Number: 1088
Submission ID: 20036
Submission UUID: 3f0b9b03-028b-41df-8912-8b14d22af709
Submission URI: /urop-research-mentor-project-submission-portal
Submission Update: /urop-research-mentor-project-submission-portal?token=dfmHtPGj4Fd4SKdZ0LR0EFI9LPt2O3fUz9LeK4NxLb8
Created: Tue, 08/05/2025 - 08:27 PM
Completed: Tue, 08/05/2025 - 08:27 PM
Changed: Mon, 08/25/2025 - 01:42 PM
Remote IP address: 68.84.16.20
Submitted by: Anonymous
Language: English
Is draft: No
Webform: UROP Project Proposal Portal
Submitted to: UROP Research Mentor Project Submission Portal
Research Mentor Information
Yixin Qian
Yixin Qian
Ms. Qian
Graduate Student
Dr. Mostafa Papi
Education, Health, and Human Sciences
Florida State University
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Additional Research Mentor(s)
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Overall Project Details
AI-Mediated Learning: Exploring Language Learners’ Interaction with Artificial Intelligence and Its Impact on Language Development
AI, language learning, learner perception, self-directed learning, digital education
Yes
1
Open to all majors
On FSU Main Campus
No, the project is remote
Partially Remote
6-8 hours
Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
With the rapid integration of generative AI tools into everyday learning, language learners are increasingly engaging with AI for various educational purposes. This project investigates how different types of interactions with general-purpose AI influence learners’ perceptions of their language mastery, their actual language learning practices, and their attitudes toward AI-supported versus traditional in-person instruction.
Drawing on an interaction typology—from information seeking and conversational practice to emotional support and editing—this study will categorize learners’ use of AI and explore the frequency and purposes behind these engagements. The research aims to uncover how learners assess their own language proficiency in relation to their AI use, how they perceive differences between self-directed AI-supported learning and classroom-based instruction, and what role AI plays in shaping their learning motivation, autonomy, and satisfaction.
This mixed-methods study will combine survey data, user interviews, and analysis of AI-based learning artifacts (e.g., prompts, outputs, revisions) to provide a comprehensive view of AI-assisted language learning. By capturing both quantitative patterns and qualitative insights, the project seeks to inform the design of more responsive AI-based learning environments and pedagogies that align with learners' real-world behaviors and needs.
Drawing on an interaction typology—from information seeking and conversational practice to emotional support and editing—this study will categorize learners’ use of AI and explore the frequency and purposes behind these engagements. The research aims to uncover how learners assess their own language proficiency in relation to their AI use, how they perceive differences between self-directed AI-supported learning and classroom-based instruction, and what role AI plays in shaping their learning motivation, autonomy, and satisfaction.
This mixed-methods study will combine survey data, user interviews, and analysis of AI-based learning artifacts (e.g., prompts, outputs, revisions) to provide a comprehensive view of AI-assisted language learning. By capturing both quantitative patterns and qualitative insights, the project seeks to inform the design of more responsive AI-based learning environments and pedagogies that align with learners' real-world behaviors and needs.
1. Conduct a literature review
Investigate existing studies on the use of AI in language learning and self-directed learning, synthesizing themes, gaps, and methodological trends.
2. Co‑develop a learner survey
Design a survey instrument to capture AI interaction types, usage frequency, and learner perceptions—with mentor guidance.
3. Conduct semi-structured interviews
Facilitate interviews with language learners, alongside the mentor, to explore their experiences using AI tools in learning contexts.
4. Analyze AI-generated artifacts
Examine learner–AI interactions (e.g. prompts submitted, AI revisions, dialogue transcripts) to identify usage patterns and learning impact.
5. Code and thematically analyze interview data
Collaborate with the mentor to perform qualitative coding of interview transcripts, identifying emergent themes and insights.
6. Participate in quantitative survey analysis
Work under the mentor’s direction to analyze survey data, employing descriptive statistics and basic inferential tests as appropriate.
7. Compile findings into research outputs
Contribute to writing the research paper and preparing presentation materials—distilling insights, structuring results, and polishing language.
Investigate existing studies on the use of AI in language learning and self-directed learning, synthesizing themes, gaps, and methodological trends.
2. Co‑develop a learner survey
Design a survey instrument to capture AI interaction types, usage frequency, and learner perceptions—with mentor guidance.
3. Conduct semi-structured interviews
Facilitate interviews with language learners, alongside the mentor, to explore their experiences using AI tools in learning contexts.
4. Analyze AI-generated artifacts
Examine learner–AI interactions (e.g. prompts submitted, AI revisions, dialogue transcripts) to identify usage patterns and learning impact.
5. Code and thematically analyze interview data
Collaborate with the mentor to perform qualitative coding of interview transcripts, identifying emergent themes and insights.
6. Participate in quantitative survey analysis
Work under the mentor’s direction to analyze survey data, employing descriptive statistics and basic inferential tests as appropriate.
7. Compile findings into research outputs
Contribute to writing the research paper and preparing presentation materials—distilling insights, structuring results, and polishing language.
Proficiency in quantitative and qualitative data analysis (Required)
Familiarity with SPSS, R, and other statistical or data visualization tools (Required)
Experience with survey platforms (e.g., Qualtrics, Google Forms) (Recommended)
Strong academic writing, editing, and literature synthesis skills (Recommended)
Ability to transcribe and analyze interview data with attention to detail (Recommended)
Familiarity with SPSS, R, and other statistical or data visualization tools (Required)
Experience with survey platforms (e.g., Qualtrics, Google Forms) (Recommended)
Strong academic writing, editing, and literature synthesis skills (Recommended)
Ability to transcribe and analyze interview data with attention to detail (Recommended)
My mentoring philosophy centers on nurturing curiosity, supporting personal growth, and encouraging a spirit of exploration. I believe that genuine interest is the most powerful driver of meaningful learning, and I strive to help mentees identify and deepen their passions within the research process.
I aim to create a safe, respectful, and intellectually open environment where mentees feel empowered to ask questions, take risks, and pursue ideas that excite them. I see my role not as a director, but as a guide—helping mentees clarify their goals, connect with resources, and build the skills they need to explore their interests with confidence and rigor.
I value mutual respect, open dialogue, and shared learning. I support mentees in taking ownership of their work while providing structured support and constructive feedback. I also encourage reflection, both on successes and failures, as an essential part of academic and personal development.
By modeling my own enthusiasm for inquiry and lifelong learning, I hope to inspire mentees to stay curious, resilient, and self-directed in their academic journey. I believe that when learners are genuinely engaged and encouraged to explore, they develop not only competence but also joy in the process of discovery.
I aim to create a safe, respectful, and intellectually open environment where mentees feel empowered to ask questions, take risks, and pursue ideas that excite them. I see my role not as a director, but as a guide—helping mentees clarify their goals, connect with resources, and build the skills they need to explore their interests with confidence and rigor.
I value mutual respect, open dialogue, and shared learning. I support mentees in taking ownership of their work while providing structured support and constructive feedback. I also encourage reflection, both on successes and failures, as an essential part of academic and personal development.
By modeling my own enthusiasm for inquiry and lifelong learning, I hope to inspire mentees to stay curious, resilient, and self-directed in their academic journey. I believe that when learners are genuinely engaged and encouraged to explore, they develop not only competence but also joy in the process of discovery.
https://research.ebsco.com/c/oavkja/ebook-viewer/pdf/qd33ybxegr/section/lp_111-2?location=https%3A%2F%2Fresearch.ebsco.com%2Fc%2Foavkja%2Fsearch%2Fdetails%2Fqd33ybxegr%3Fdb%3De000xna
Please read Chapter 6: Blended Foreign Language Teaching from the book:
Danesi, M. (2024). AI in Foreign Language Learning and Teaching: Theory and Practice (First edition). Nova Science Publishers.
After reading, reflect on the following question:
What benefits and concerns regarding AI-assisted language learning are discussed in this chapter?
You can access the resource through the FSU Online Library, or directly via this link:
https://research.ebsco.com/c/oavkja/ebook-viewer/pdf/qd33ybxegr/section/lp_111-2?location=https%3A%2F%2Fresearch.ebsco.com%2Fc%2Foavkja%2Fsearch%2Fdetails%2Fqd33ybxegr%3Fdb%3De000xna
Danesi, M. (2024). AI in Foreign Language Learning and Teaching: Theory and Practice (First edition). Nova Science Publishers.
After reading, reflect on the following question:
What benefits and concerns regarding AI-assisted language learning are discussed in this chapter?
You can access the resource through the FSU Online Library, or directly via this link:
https://research.ebsco.com/c/oavkja/ebook-viewer/pdf/qd33ybxegr/section/lp_111-2?location=https%3A%2F%2Fresearch.ebsco.com%2Fc%2Foavkja%2Fsearch%2Fdetails%2Fqd33ybxegr%3Fdb%3De000xna
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UROP Program Elements
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2025
https://cre.fsu.edu/urop-research-mentor-project-submission-portal?token=dfmHtPGj4Fd4SKdZ0LR0EFI9LPt2O3fUz9LeK4NxLb8