Unlocking Success: Exploring the Link between Perceived Learning, Academic Engagement, and Performance in Chat GPT among EFL Students at Qassim University

Abstract

The aim set for this study was to investigate the impact of cognitive, emotional, and behavioural academic engagement on the perception regarding learning and academic performance held by students learning English as Foreign Language (EFL) at Qassim University in the Kingdom of Saudi Arabia. In other words, the research set about examining in precise manner the correlation among these three forms of involvement – in academic engagement: (i) cognitive; (ii) emotional; and (iii) behavioural. Perception regarding learning and academic performance held by EFL learning students has been examined. As many as 301 students selected as participants in the investigation. The structural equation modeling paradigm was used during the investigation to examine the correlations among these variables. The model and data display a strong fit, as shown by the following values: Comparative Fit Index (0.891), Tucker-Lewis Index (0.944), Root Mean Square Error of Approximation (0.041), and Standardized Root Mean Square Residual (0.059). Intellectual and emotional participation of participants significantly reported progress as: (β = 0.482, p < 0.01), whereas behavioural engagement did not come out significant (β = 0.031, p = 0.856). Psychological participation (β = 0.405, p < 0.01) has a substantial correlation with academic success, but emotional and cognitive involvement (β = -0.176, p = 0.298 and (β = 0.004, p = 0.982) did not have correlation. It was noticed, therefore, that more effective engagement approaches were needed to improve virtual education learning and performance.