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ERIC Number: EJ1461294
Record Type: Journal
Publication Date: 2025-Mar
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-8211
EISSN: EISSN-1465-3435
Available Date: 2024-12-31
From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence-Powered Classrooms
European Journal of Education, v60 n1 e12845 2025
The use of artificial intelligence (AI) technologies in second/foreign language education has recently gained a bulk of attention. However, the emotional experiences of English as a foreign language (EFL) learners in AI-mediated classes have been ignored. To fill this gap, the present qualitative study examined 34 Chinese EFL students' perceptions of AI-induced emotions and regulation strategies. A semi-structured interview and a narrative frame were used to collect the data. The gathered data were thematically analysed through the latest version of MAXQDA software (v. 2023). The findings revealed that Chinese EFL students had mostly experienced positive emotions of 'motivation', 'excitement', 'engagement' and 'confidence'. On the negative side, they reported experiencing 'frustration', 'anxiety' and 'stress' more frequently in their classes. Furthermore, the study indicated that the participants had used six strategies, namely 'seeking help from others', 'shifting attention', 'cognitive change', 'persistent practice', 'staying positive' and 'suppression' to regulate their AI-induced emotions. The findings are discussed and implications are provided for EFL students and educators to understand the emotional aspect of AI injection into L2 education.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: 1School of Teacher Education, Chaohu University, Hefei, China; 2Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran