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Volume 26, Issue 1
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Abstract

Abstract

The rapid advancement of artificial intelligence (AI) has had a significant impact on various fields, including education. This study investigates the emotional effects of learning English as a second language using AI tutoring tools in comparison to traditional classroom methods. The research focused on students from Shiraz University and used the Achievement Emotions Questionnaire to measure eight distinct emotions: enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. The study discovered that students using the Praktika AI-based app reported notably lower levels of negative emotions (anger, anxiety, shame, and hopelessness) and higher improvement of hope and enjoyment compared to those in traditional classroom settings. The personalised feedback and interactive nature of AI tools contributed to these emotional benefits, suggesting that AI can effectively support second language acquisition by creating a more emotionally supportive learning environment. The implications for educators and policymakers are significant, indicating the potential for AI tools to enhance student motivation and emotional well-being, resulting in improved learning outcomes. Despite the promising results, the study acknowledges limitations such as a small sample size and the focus on short-term emotional impacts. Future research should investigate long-term effects, include diverse populations, and use comprehensive metrics to fully understand the role of AI in language learning.

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2026-01-09
2026-01-24

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Comparative study of English learning emotions
Interaction Studies 26, 73 (2025); https://doi.org/10.1075/is.24064.alb
/content/journals/10.1075/is.24064.alb
/content/journals/10.1075/is.24064.alb
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  • Article Type: Research Article
Keyword(s): AI tutoring; artificial intelligence; emotions; language learning; Praktika app

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