The socio-emotional dangers of using Artificial Intelligence (AI) technologies in second language (L2) education
Unveiling Chinese EFL teachers' perceptions and experiences
Bibliographic Data
| ID | 9405345 |
|---|---|
| Authors | Xueyu Sun (0000-0002-5013-8636, corresponding author), Weiwei Dou, Yuan Yang (0000-0002-3030-5476) |
| Year | 2025 |
| Volume | 261 |
| Pages | 105956-105956 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2025.105956 |
| PMID | 41274003 |
| OpenAlex | W4416525083 |
| Language | EN |
| Citations received | 5 |
| References cited | 42 |
The core focus and effect of integrating generative artificial intelligence into the reform of ideological and political general education teaching
Generative AI in Norwegian English Classrooms
Unpacking Spanish EFL Teachers' Perceptions About the Role of Artificial Intelligence ( AI ) Technologies in Their Pedagogical Decision‐Making
Exploring learning motivation in the era of generative artificial intelligence among Chinese students majoring in translation and interpreting
A control–value perspective on the emotional experiences of AI ‐assisted item‐writing EFL teachers in China
Enhancing academic writing skills and motivation
Critical thinking in the AI era
Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english
Artificial intelligence in language instruction
Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model
The Control-Value Theory of Achievement Emotions
Generative AI and English essay writing
Challenges and Opportunities of Generative AI for Higher Education as Explained by ChatGPT
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability
AI-induced emotions in L2 education
Leveraging artificial intelligence (AI) in English as a foreign language (EFL) classes
What matters in AI-supported learning
Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools
Incorporating online writing resources into self‐regulated learning strategy‐based instruction
Integrating Artificial Intelligence ( AI ) Into the English as a Foreign Language Classroom
How AI ‐Enhanced Social–Emotional Learning Framework Transforms EFL Students' Engagement and Emotional Well‐Being
The Effects of Using AI Tools on Critical Thinking in English Literature Classes Among EFL Learners
From Excitement to Anxiety
Learning Motivation and Digital Literacy in AI Adoption for Self‐Regulated English Learning
Does Artificial Intelligence (AI) Nurture or Hinder Language Learners' Higher‐ Order Thinking Skills (Hots)? A Phenomenological Study on L2 Learners' Perspectives and Lived Experiences
Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research‐active EFL teachers’ perceptions
Buoyancy and engagement in online English learning
Learner engagement in digital game-based vocabulary learning and its effects on EFL vocabulary development
On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate
EFL teachers’ generative artificial intelligence (GenAI) literacy
Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions
Using thematic analysis in psychology
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |