Artificial intelligence and foreign language learning: The impact on motivation, anxiety and enjoyment within a positive psychology framework

Document Type : research article

Author

English Department, Faculty of Literature and Humanities, University of Neyshabur, Neyshabur, Iran

10.22059/jflr.2025.387868.1179

Abstract

The present study is set out to investigate the impact of using an AI-powered platform on on key affective factors such as – anxiety, enjoyment, and motivation – among Iranian EFL learners. Relying on the theoretical framework of positive psychology, the study explores how AI can mediate these variables to enhance speaking proficiency by fostering emotional resilience and learner engagement. A total of sixty-four participants, homogenized in proficiency via the Oxford Placement Test, were randomly assigned to experimental and control groups. Within an education semester spanning three months, the experimental group used an AI-speaking assistant for interactive activities, while the control group followed traditional instruction. Data were gathered using validated scales for foreign language anxiety, enjoyment, and motivation, administered before and after the intervention. Independent samples t-tests showed no significant pre-intervention differences between groups. However, post-intervention one-way ANCOVAs revealed significant differences: the experimental group experienced reduced anxiety, increased enjoyment, and heightened motivation. Paired-sample t-tests confirmed these positive changes in the experimental group, with the control group showing no substantial improvements. These findings point to the transformative potential of AI in language education, addressing emotional and motivational barriers. The study highlights the synergy between positive psychology and AI in creating engaging, supportive learning environments for EFL learners.

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References

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Journal of Foreign Language Research
Volume 15, Issue 1
June 2025
Pages 17-32

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