Causal Modeling of the Relationship Between Foreign Language Learning Anxiety and Academic Procrastination: The Mediating Role of Time Management Among Preservice Teachers Using Artificial Intelligence Tools

Hussein Ahmed Shahat*; Khaled Awad Elballah; Khaled Saad Ben-Motreb; Mahmoud Elsaid Badawy; Ashraf Ragab Ibrahim; Mohamed Ali Nemt-allah

doi:10.36941/jesr-2025-0206

Authors

Hussein Ahmed Shahat* College of Education, King Faisal University, Saudi Arabia, *Corresponding author
Khaled Awad Elballah College of Education, King Faisal University, Saudi Arabia
Khaled Saad Ben-Motreb College of Education, King Faisal University, Saudi Arabia
Mahmoud Elsaid Badawy Educational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Egypt
Ashraf Ragab Ibrahim Educational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Egypt
Mohamed Ali Nemt-allah Educational Psychology and Statistics Department, Faculty of Education, Al-Azhar University, Egypt

DOI:

https://doi.org/10.36941/jesr-2025-0206

Keywords:

foreign language learning anxiety, academic procrastination, time management, artificial intelligence tools, mediation analysis

Abstract

This study investigated the causal relationships between foreign language learning anxiety and academic procrastination, examining the mediating role of time management skills among preservice teachers utilizing artificial intelligence tools. A cross-sectional study was conducted with 557 preservice teachers (19-23 years, M = 20.92, SD = 1.37) from Al-Azhar University, Egypt, who were active users of generative AI tools in language learning. Data were collected using the Short-form Foreign Language Classroom Anxiety Scale, Academic Procrastination Scale–Short Form, and a newly developed Time Management Scale. Hayes' PROCESS macro bootstrap mediation analysis with 5,000 samples was employed. Results revealed significant correlations among all variables: foreign language learning anxiety positively correlated with academic procrastination (r = .44, p < .01) and negatively with time management skills (r = -.36, p < .01). Time management skills negatively correlated with academic procrastination (r = -.31, p < .01). Mediation analysis confirmed that time management partially mediates the anxiety-procrastination relationship, with the indirect effect accounting for 14.32% of the total effect (Effect = 0.04, 95% CI [0.01, 0.07]). These findings suggest that comprehensive interventions addressing anxiety management and time management development may be more effective for supporting language learners in AI-enhanced educational environments.

Received: 08 August 2025 / Accepted: 18 October 2025 / Published: 05 November 2025