{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T05:55:21Z","timestamp":1790920521888,"version":"4.1.0"},"reference-count":88,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T00:00:00Z","timestamp":1790899200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>While Foreign Language Enjoyment (FLE) has been widely investigated in English learning, Chinese as a Foreign Language Enjoyment (CFLE) remains underexplored, particularly in AI-supported culturally immersive contexts. Guided by Self-Determination Theory (SDT), this study examines how an AI-supported immersive Chinese culture course contributes to learners\u2019 psychological needs and the experience of CFLE among international students in China.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A sequential explanatory mixed-methods design was used. Eighty-two international students joined the study completing a 40-item questionnaire assessing teacher-, learner-, and environment-related CFLE. Reliability and validity analyses, descriptive statistics, and Pearson correlation analyses were performed. Eight participants completed semi-structured interviews, and the interview data were analyzed thematically.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Participants reported moderately high levels of CFLE (\n                      <jats:italic>M<\/jats:italic>\n                      \u202f=\u202f3.59\u20133.71,\n                      <jats:italic>SD<\/jats:italic>\n                      \u202f=\u202f0.748\u20130.887). Reliability and validity analyses indicated satisfactory internal consistency, with Cronbach\u2019s\n                      <jats:italic>\u03b1<\/jats:italic>\n                      \u202f=\u202f0.951. Pearson correlations revealed strong positive relationships among teacher-, learner-, and environment-related enjoyment (\n                      <jats:italic>r<\/jats:italic>\n                      \u202f=\u202f0.743\u20130.805,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;lt;\u202f0.01), suggesting that CFLE functions as an integrated affective system. Thematic analysis showed that enjoyment was exprienced through culturally responsive teaching, learner competence development, authentic cultural immersion, and AI-supported teacher-mediated learning, despite inadequately explained AI feedback occasionally leading to frustration or self-doubt.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Interpreted through SDT, CFLE appeared to surface in learner\u2019s reported accounts when cultural immersion and AI-supported instruction was perceived as jointly satisfying learners\u2019 needs for autonomy, competence, and relatedness. The findings advance CFLE research and suggest implications for the design of AI-supported immersive CFL learning environments.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1814709","type":"journal-article","created":{"date-parts":[[2026,10,2]],"date-time":"2026-10-02T05:35:24Z","timestamp":1790919324000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Cultural immersion and AI-supported instruction: international students\u2019 Chinese as a foreign language enjoyment"],"prefix":"10.3389","volume":"17","author":[{"given":"Junfeng","family":"Jiao","sequence":"first","affiliation":[{"name":"School of Foreign Languages, Jianghan University","place":["Wuhan, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Meilan","family":"Liu","sequence":"additional","affiliation":[{"name":"School of Humanities and Foreign Languages, China Jiliang University","place":["Hangzhou, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,10,2]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"150","DOI":"10.30564\/fls.v7i3.8355","article-title":"The impact of foreign language anxiety on FL speech production of Saudi EFL learners (case study of Saudi secondary school students in Medina region)","volume":"7","author":"Aljohani","year":"2025","journal-title":"Forum Linguist. 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