Investigating EFL students’ emotional responses in AI-assisted language learning
A Broaden-and-Build Theory approach
Bibliographic Data
| ID | 21632140 |
|---|---|
| Authors | Nguyen Huu Hoang (0009-0005-8131-0434, Academy of Journalism and Commnucation, corresponding author) |
| Year | 2026 |
| Volume | 34 |
| Issue | 3 |
| Pages | 1046-1061 |
| Publication date | 2026-03-16 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2025.2512567 |
| OpenAlex | W4410955318 |
| Language | EN |
| Citations received | 5 |
| References cited | 31 |
This study investigates the emotional responses of EFL students to AI-assisted language learning using ChatGPT and examines how these emotions influence engagement. Employing a mixed-methods approach, 215 Vietnamese university students used ChatGPT for language learning over a 12-week period. Data was collected through emotion-focused questionnaires and semi-structured interviews. Results reveal a dynamic emotional landscape, with positive emotions (interest, enjoyment, pride) increasing over time, while anxiety decreased. Positive emotions were associated with broader engagement in learning activities, supporting the Broaden-and-Build Theory. However, moderate levels of frustration also positively impacted engagement, challenging simplistic views of negative emotions in learning. Students’ perceptions of AI intelligence influenced their emotional responses, sometimes fostering confidence but occasionally leading to feelings of inadequacy. The study highlights the complex interplay between emotions and engagement in AI-assisted language learning, suggesting that imperfect AI systems can create valuable learning opportunities. These findings have significant implications for the design and implementation of AI-assisted language learning tools, emphasizing the need for emotionally adaptive systems that balance challenge with support and foster a sense of partnership between learners and AI
Educational technology · Language acquisition · Learning theory · Mathematics education · Computer Science · Emotional Intelligence and Performance · Grit, Self-Efficacy, and Motivation · Psychology
Exploring the Relationship Between Personalization and Engagement in AI ‐Assisted English Learning
The Effects of Achievement Emotions and Engagement on Flow in AI-assisted English Learning Contexts
Gender Equity in Wikibook Collaborative Writing Assisted by Multimodal Generative AI Tools
A Systematic Review on Generative AI in L2 Speaking Development From a Self‐Determination Theory Perspective
EFL Learners’ Perceptions of and Affective Engagement With Paper‐Based and Mobile‐Assisted Language Learning in Classroom Interactions
Innovations and Challenges in Language Learning Motivation
Measuring student engagement in technology-mediated learning
Exploring Emotions in Language Teaching
The Undoing Effect of Positive Emotions
Positive Emotions Speed Recovery from the Cardiovascular Sequelae of Negative Emotions
Artificial intelligence in language instruction
What if the devil is my guardian angel
Chatbot learning partners
Achievement Emotions and Academic Performance
A Review of Artificial Intelligence Adoption in Second-Language Learning
Autonomic Nervous System Activity During Positive Emotions
English speaking with artificial intelligence (AI)
Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-Idle)
Thematic Analysis
Designing and Conducting Mixed Methods Research
Qualitative Interviews in Applied Linguistics
| Citations per year | 5 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |