Developing Students' Self-Determination through Generative AI Integration in English for Academic Purposes Courses

​Talk (11 May 2026, Language Centre, Hong Kong Baptist University)

​With the growing use of generative Al (GenAl), Al literacy and academic literacy have emerged as critical competencies for second language (L2) undergraduate students. However, limited research has explored how GenAl-enhanced tasks in English for Academic Purposes (EAP) courses meet students' psychological needs for relatedness, competence, and autonomy of the self-determination theory that underpin intrinsic motivation and learning. This study addresses this gap by examining how GenAl tasks integrated with explicit Al literacy instruction fulfill these needs among some EAP students across six Hong Kong universities. By analyzing survey data from participants, we found moderate gains in relatedness and competence, but large increases in student autonomy. Participants also demonstrated significantly higher post-intervention scores in Al literacy. Multiple linear regression analyses revealed significant connections between Al literacy dimensions and student engagement. Building on these quantitative findings, this presentation focuses on the qualitative interview findings from participants, which reveal six key themes. These findings offer actionable insights for educators and researchers seeking to design curricula that enhance student autonomy while shaping institutional Al policies that support meaningful learning.