An AI-Enhanced Motivational Model for ESP in Aviation: Insights from Chinese Vocational Flight Attendant Training

Authors

  • Zhou Yan

    Faculty of Education, Language and Communication, Universiti Malaysia Sarawak, Kota Samarahan 94300, Malaysia
  • Ruey Shing Soo

    Faculty of Education, Language and Communication, Universiti Malaysia Sarawak, Kota Samarahan 94300, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i11.11621
Received: 13 August 2025 | Revised: 22 August 2025 | Accepted: 28 August 2025 | Published Online: 23 October 2025

Abstract

This study investigates motivation in English for Specific Purposes (ESP) among Chinese vocational flight attendant students and proposes an AI-enhanced motivational model grounded in Self-Determination Theory (SDT). Adopting a convergent mixed-methods design, the study combined quantitative and qualitative data sources: a questionnaire survey with 186 students, semi-structured interviews with eight students and three ESP instructors, together with classroom observations, to triangulate findings. The questionnaire established motivational profiles, while interviews and observations provided contextual insights into instructional practices. Descriptive results indicated that students highly value English for both academic achievement and future employment, yet report competence gaps in writing, vocabulary and grammar with speaking identified as the most urgently required skill. Thematic analysis further identified five contextual levers shaping motivation: authenticity of tasks, feedback quality and timeliness, opportunities for interaction, learning environment and class size and technology integration. Interpreted through the SDT framework, these patterns reveal that limited choice and pacing constrain autonomy, lecture-heavy formats weaken relatedness and delayed or generic feedback undermines competence. In response, the study presents an SDT-aligned, AI-enhanced motivational model as a design proposal for piloting in aviation ESP classrooms. The model integrates automatic speech recognition, for instance, individualized feedback, VR-based cabin simulations for authentic scenario practice, AI passengers for interactive role-play and adaptive micro-modules for learner controlled pacing. The study's originality lies in integrating Self-Determination Theory with AI-supported ESP course design in aviation, extending motivational theory into an under-explored domain.

Keywords:

ESP; AI Education; Flight Attendant; Motivation; Self-Determination Theory; Chinese Vocational education

References

[1] Shukri, S.A., Romli, F.I., Badaruddin, W.T.F.W., et al., 2021. Importance of English Language in Aviation Maintenance: A Malaysia Case Study. Journal of Aeronautics, Astronautics and Aviation. 53(2). DOI: https://doi.org/10.6125/JoAAA.202106_53(2).02

[2] Supriadi, M.F., Purbani, W., 2019. The Prospective Flight Attendants’ English Language Needs. In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018), Yogyakarta, Indonesia, 22–24 July 2018; pp. 344–348. DOI: https://doi.org/10.2991/iccie-18.2019.58

[3] Wang, N., 2023. Research on the development of curriculum standards for higher vocational education in the context of professional upgrading and digital transformation: Taking the higher vocational course of practical English for cabin crew as an example. Journal of Science and Education. 22, 148–153. DOI: https://doi.org/10.16871/j.cnki.kjwh.2023.22.038 (in Chinese)

[4] Zhou, R., Yue, H., 2023. Oral English teaching of civil aviation cabin service for flight attendant majors in higher vocational colleges. Academy. 22, 23–25. Available from: https://kns.cnki.net/kcms2/article/abstract?v=7qDgw1F_0HXJnUSo-UOJa3PwFiPZnYoKez7ryjOFo4Wiu3l1yrlVVDhvMhPk8AXz2PomOvxg68m-B1HWXcsfkv-nVBM5I3D_9IelLHLZ6MovEqyUHP-sLjND6d0mZoLLhCETaZbwLSLMgpwqwL3A9oC0adXno7FAeDGqDesSjLrPD8Fwx1YMgg==&uniplatform=NZKPT&language=CHS (cited 10 April 2025). (in Chinese)

[5] Gardner, R.C., Smythe, P.C., 1975. Motivation and Second-Language Acquisition. The Canadian Modern Language Review. 31(3), 218–233. DOI: https://doi.org/10.3138/cmlr.31.3.218

[6] Gardner, R.C., 2010. Motivation and second language acquisition: The socio-educational model, Volume 10. Peter Lang: New York, NY, USA. pp. 43–51.

[7] Khan, S.S., Takkac, M., 2021. Motivational Factors for Learning English as a Second Language Acquisition in Canada. Higher Education Studies. 11(1), 160. DOI: https://doi.org/10.5539/hes.v11n1p160

[8] Ginting, D., 2021. Student Engagement and Factors Affecting Active Learning in English Language Teaching. VELES Voices of English Language Education Society. 5(2), 215–228. DOI: https://doi.org/10.29408/veles.v5i2.3968

[9] Šalov, E., Vodogaz, I., 2024. Student lack of motivation in ELT—an ongoing challenge or a signal for change. In Proceedings of the Contemporary Issues in Economy and Technology (CIET 2024), 13–14 June 2024, Split, Croatia; pp. 860–865. Available from: https://www.researchgate.net/profile/ElsaZela/publication/385346415_CIET_2024_Conference_Proceedings_2/links/6720fa855852dd723c9c94e9/CIET-2024-Conference-Proceedings-2.pdf#page=860 (cited 10 April 2025).

[10] Yang, H., Kim, H., 2021. Development and application of AI chatbot for cabin crews. Korean Journal of English Language and Linguistics. 21, 1085–1104. Available from: https://scholarworks.bwise.kr/cau/bitstream/2019.sw.cau/51495/1/Development%20and%20Application%20of%20AI%20Chatbot%20for%20Cabin%20Crews.pdf (cited 10 April 2025).

[11] Hutchinson, T., Waters, A., 1987. English for specific purposes. Cambridge University Press: Cambridge, UK. pp. 53–60.

[12] Dudley-Evans, T., St John, M.J., 1998. Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press: Cambridge, UK. pp. 123–126.

[13] Li, J., Lin, M., 2019. History of civil aviation in China. China Civil Aviation Press: Beijing, China. pp. 12–14. (in Chinese)

[14] Liu, S., 2010. Reflections on employment issues for flight attendant students in vocational colleges. Contemporary Education Forum (Management Research). 7, 107–108. DOI: https://doi.org/10.13694/j.cnki.ddjylt.2010.07.058 (in Chinese)

[15] Zhang, J., 2019. Research on the current situation and countermeasures of flight attendant talent cultivation in Tianjin universities [Master's thesis]. Tianjin, China: Tianjin University of Technology and Education. Available from: http://cdmd.cnki.com.cn/Article/CDMD-10066-1019601601.htm (cited 10 April 2025). (in Chinese)

[16] Hu, X., Ha, B., Zhang, Y., 2021. Problems and countermeasures in English teaching for flight attendant programs. China Industry & Economy. 1, 94–96 (in Chinese)

[17] Chen, M., Xue, M., 2022. Research on the construction of digital English teaching resources for flight attendant programs in vocational colleges. Journal of Harbin Vocational & Technical College. 6, 134–136. DOI: https://doi.org/10.16145/j.cnki.cn23-1531/z.2022.06.034 (in Chinese)

[18] Kankaew, K., 2021. Human capital development in services job: A modelling from the airlines industry. Horizon Books: Traverse City, MI, USA. pp. 45–57.

[19] Bocianu, I., 2024. Advantages and disadvantages of using AI tools for ESP students. In Proceedings of the 16th International Conference on Education and New Learning Technologies, Palma, Spain, July 2024; pp. 10511–10518. DOI: https://doi.org/10.21125/edulearn.2024.2594

[20] Xatamova, N., Ashurov, J., 2024. The Future of Legal English Learning: Integrating AI into ESP Education. SPAST Reports. 1(7). DOI: https://doi.org/10.69848/sreports.v1i7.5081

[21] Yan, Z., Soo, R.S., 2025. Designing an AI-integrated ESP course for flight attendant students in China: A needs analysis-based approach. Journal of Information Systems Engineering and Management. 10, 179–184. Available from: https://www.jisem-journal.com/index.php/journal/article/view/7139/3284 (cited 10/04/2025).

[22] Lovato, C., Junior, O.S., 2011. Motivation in second language acquisition—Gardner’s socio-educational model. Proceedings of the 9th Symposium on Graduate Education; August 10–11, 2011; Piracicaba, Brazil. Available from: https://shorturl.at/kLHMw (cited 10 April 2025).

[23] Eccles, J.S., Adler, T.F., Futterman, R., Goff, S.B., Kaczala, C.M., Meece, J.L., Midgley, C., 1983. Expectancies, values, and academic behaviors. In: Spence, J.T. (ed.). Achievement and achievement motivation. W. H. Freeman: San Francisco, CA, USA. pp. 75–146.

[24] Keller, J.M., 1987. Development and use of the ARCS model of instructional design. Journal of Instructional Development. 10(3), 2–10. DOI: https://doi.org/10.1007/BF02905780

[25] Lamb, M., Csizér, K., Henry, A., et al. (Eds.), 2019. The Palgrave Handbook of Motivation for Language Learning. Springer International Publishing: Cham, Switzerland. pp. 10–12. DOI: https://doi.org/10.1007/978-3-030-28380-3

[26] Ryan, R.M., Deci, E.L., 2002. Overview of self-determination theory: An organismic dialectical perspective. In: Deci, E.L., Ryan, R.M. (eds.). Handbook of Self-Determination Research. University of Rochester Press: Rochester, NY, USA. pp. 3–33. Available from: https://www.elaborer.org/cours/A16/lectures/Ryan2004.pdf (cited 10 April 2025).

[27] Deci, E.L., Ryan, R.M., 1985. The general causality orientations scale: Self-determination in personality. Journal of Research in Personality. 19(2), 109–134. DOI: https://doi.org/10.1016/0092-6566(85)90023-6

[28] McEown, M.S., Oga-Baldwin, W.L.Q., 2019. Self-determination for all language learners: New applications for formal language education. System. 86, 102124. DOI: https://doi.org/10.1016/j.system.2019.102124

[29] Noels, K.A., Lou, N.M., Vargas Lascano, D.I., et al., 2019. Self-determination and Motivated Engagement in Language Learning. In: Lamb, M., Csizér, K., Henry, A., et al. (Eds.), The Palgrave Handbook of Motivation for Language Learning. Springer International Publishing: Cham, Switzerland. pp. 95–115. DOI: https://doi.org/10.1007/978-3-030-28380-3_5

[30] Alamer, A., Robat, E.S., Shirvan, M.E., et al., 2025. Self-Determination Theory and Language Learning: A Multilevel Meta-Analysis. Educational Psychology Review. 37(2), 59. DOI: https://doi.org/10.1007/s10648-025-10038-y

[31] Jafari Pazoki, S., Alemi, M., 2020. Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers' and Students' Perceptions. RELC Journal. 51(2), 212–226. DOI: https://doi.org/10.1177/0033688218811371

[32] Kabdrgalinova, S., Kenzhebekova, A., Mirzoyeva, L., et al., 2023. Motivating students in learning English for specific purposes (ESP). In Proceedings of the 8th International Conference on Digital Technologies in Education, Science and Industry (DTESI 2023; Workshops & Short Papers), Almaty, Kazakhstan, 6–7 December 2023. Available from: https://ceur-ws.org/Vol-3680/S2Paper3.pdf (cited 10 April 2025).

[33] Schug, D., Le Cor, G., 2017. Towards a dynamic approach to analysing student motivation in ESP courses. In: Sarré, C., Whyte, S. (Eds.), New Developments in ESP Teaching and Learning Research. Research-publishing.net: Doubs, France. pp. 73–91. DOI: https://doi.org/10.14705/rpnet.2017.cssw2017.746

[34] Borucinsky, M., Jelčić Čolakovac, J., 2020. Promoting authenticity in the ESP classroom: The impact of ICT and use of authentic materials on student motivation. In Proceedings of the 5th International E-Conference on Studies in Humanities and Social Sciences: Conference Proceedings, Belgrade, Serbia, June 2020; pp. 31–44. DOI: https://doi.org/10.32591/coas.e-conf.05.03031b

[35] Stefanova, A., Zabunov, G., 2020. Enhancing Student Motivation in ESP by Increasing the Level of Engagement: A Proposed Model. English Studies at NBU. 6(2), 201–216. DOI: https://doi.org/10.33919/esnbu.20.2.2

[36] Mauludin, L.A., 2021. Students’ perceptions of the most and the least motivating teaching strategies in ESP classes. Iranian Journal of Language Teaching Research. 9(1), 139–157. Available from: https://files.eric.ed.gov/fulltext/EJ1282242.pdf (cited 10 April 2025).

[37] Li, X., Fu, H., 2021. Needs Analysis on ESP Course for Business and Engineering Students in a Chinese Local University. Creative Education. 12(06), 1387–1396. DOI: https://doi.org/10.4236/ce.2021.126105

[38] Mao, F., Zhou, J., 2024. A needs analysis of ESP courses in colleges of art and design: Consensus and divergence. PLOS ONE. 19(6), e0305210. DOI: https://doi.org/10.1371/journal.pone.0305210

[39] Sun, Y., Teo, T., Wang, T.-H., 2022. English-Learning Motivation among Chinese Mature Learners: A Comparative Study of English and Non-English Majors. Behavioral Sciences. 12(5), 135. DOI: https://doi.org/10.3390/bs12050135

[40] Kholis, A., 2021. Elsa Speak App: Automatic Speech Recognition (ASR) for Supplementing English Pronunciation Skills. Pedagogy : Journal of English Language Teaching. 9(1), 01. DOI: https://doi.org/10.32332/joelt.v9i1.2723

[41] Son, J.-B., Ružić, N.K., Philpott, A., 2025. Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning. 5(1), 94–112. DOI: https://doi.org/10.1515/jccall-2023-0015

[42] Tafazoli, D., María, E.G., Abril, C.A.H., 2019. Intelligent Language Tutoring System: Integrating Intelligent Computer-Assisted Language Learning Into Language Education. International Journal of Information and Communication Technology Education. 15(3), 60–74. DOI: https://doi.org/10.4018/IJICTE.2019070105

[43] Wang, Q., 2025. AI-driven autonomous interactive English learning language tutoring system. Journal of Computational Methods in Sciences and Engineering. 25(2), 1155–1166. DOI: https://doi.org/10.1177/14727978241296719

[44] Betaubun, M., Laila Rokhmah, D.E., Budiasto, J., 2023. Personalized Pathways to Proficiency: Exploring the Synergy of Adaptive Learning and Artificial Intelligence in English Language Learning. Technium: Romanian Journal of Applied Sciences and Technology. 17, 60–66. DOI: https://doi.org/10.47577/technium.v17i.10047

[45] Qu, M., 2025. Future of Language Learning: Unveiling the Power of AI‐Driven Adaptive Platforms to Tailor Language Learning Based on Learners' Needs, Proficiency and Learning Styles. European Journal of Education. 60(2), e70116. DOI: https://doi.org/10.1111/ejed.70116

[46] Lu, S., 2025. Interactive virtual reality environments for English language learning: Immersive technologies to enhance language acquisition and communication skills. Journal of Computational Methods in Sciences and Engineering. 25(4), 3093–3106. DOI: https://doi.org/10.1177/14727978251318803

[47] Chalouy, N., Tsai, A.-C., 2026. Enhancing Language Learning Through AI-Driven Feedback and Collaborative Virtual Reality. In: Wang, W.-S., Sandnes, F.E., Lai, C.-F., et al. (Eds.). Innovative Technologies and Learning, Lecture Notes in Computer Science. Springer Nature Switzerland, Cham, pp. 299–308. DOI: https://doi.org/10.1007/978-3-031-98197-5_32

[48] Chiu, T.K.F., 2024. A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: a case of ChatGPT. Educational technology research and development. 72(4), 2401–2416. DOI: https://doi.org/10.1007/s11423-024-10366-w

[49] Shi, S., Zhang, H., 2025. EFL students’ motivation predicted by their self-efficacy and resilience in artificial intelligence (AI)-based context: From a self-determination theory perspective. Learning and Motivation. 91, 102151. DOI: https://doi.org/10.1016/j.lmot.2025.102151

[50] Jussila, E., 2025. The future of cabin crew training: The role of artificial intelligence in the evolving aviation industry [Master’s thesis]. Haaga-Helia University of Applied Sciences: Helsinki, Finland. pp. 40–55. Available from: https://www.theseus.fi/handle/10024/885643 (cited 10 April 2025).

[51] Demirdöken, G., 2024. Artificial intelligence in aviation English testing. The Literacy Trek. 10(3), 362–384. DOI: https://doi.org/10.47216/literacytrek.1556603

[52] Ali, R.S., Abouel-Ela, M., Eldakhly, N.M., 2025. An ontology-based adaptive tutoring system for learning business english idioms. Neural Computing and Applications. DOI: https://doi.org/10.1007/s00521-025-11506-w

[53] Chatsungnoen, P., 2015. Needs analysis for an English for specific purposes (ESP) course for Thai undergraduates in a food science and technology programme [Doctoral dissertation]. Massey University: Palmerston North, New Zealand. pp. 365–374. Available from: https://mro.massey.ac.nz/handle/10179/12359 (cited 10 January 2025).

[54] Tavakol, M., Dennick, R., 2011. Making sense of Cronbach’s alpha. International Journal of Medical Education. 2, 53–55. DOI: https://doi.org/10.5116/ijme.4dfb.8dfd

[55] Cohen, L., Manion, L., Morrison, K., 2018. Research Methods in Education, 8th ed. Routledge, London. DOI: https://doi.org/10.4324/9781315456539

[56] Etikan, I., 2016. Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics. 5(1), 1. DOI: https://doi.org/10.11648/j.ajtas.20160501.11

[57] Braun, V., Clarke, V., 2006. Using thematic analysis in psychology. Qualitative Research in Psychology. 3(2), 77–101. DOI: https://doi.org/10.1191/1478088706qp063oa

Downloads

How to Cite

Yan, Z., & Soo, R. S. (2025). An AI-Enhanced Motivational Model for ESP in Aviation: Insights from Chinese Vocational Flight Attendant Training. Forum for Linguistic Studies, 7(11), 991–1005. https://doi.org/10.30564/fls.v7i11.11621

Issue

Vol. 7 , Iss. 11 (November 2025): In progress

Article Type

Article

License

Copyright © 2025 Zhou Yan, Ruey Shing Soo

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.