Culture & Psychology,
Journal Year:
2025,
Volume and Issue:
unknown
Published: May 6, 2025
This
study
explores
the
emotional
experiences
of
students
using
Large
Language
Models
(LLMs)
like
ChatGPT
in
higher
education
from
a
Bakhtinian,
dialogic
perspective.
perspective
helps
understand
emotions
arising
within
communication
between
humans,
non-humans,
and
self),
examines
unique
I-It
tensions
human-AI
interactions.
LLMs
are
considered
partners,
not
mere
tools.
Current
research
lacks
studies
on
whether
AIgenerated
differ
human-generated
emotions.
aims
to
lived
their
subjective
meanings
students.
Through
an
anonymous
open-ended
survey
195
students,
four
key
themes
were
identified:
Empowered
Curiosity,
Ethical
Anxiety,
Cognitive
Relief,
Ambivalent
Transformation.
Findings
indicate
that
AI
systems
introduce
new
responses
distinct
those
generated
human
interactions,
characterized
as
ambiguous
assemblages
liberating
morally
questionable
meanings.
contributes
cultural
understandings
psychological
impact
discusses
development
emotionally
aware
AI-enhanced
instruction
help
gain
develop
authorial
agency
through
learning.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Sept. 28, 2024
ABSTRACT
As
artificial
intelligence
(AI)
has
been
integrated
into
foreign
language
(FL)
education,
learners'
well‐being
is
influenced
by
various
factors,
including
technological,
personal
and
contextual
elements.
However,
few
studies
explored
how
external
internal
factors
jointly
shape
FL
in
the
era
of
generative
AI.
To
fill
this
gap,
study
explores
effects
AI
acceptance,
perceived
teachers'
enthusiasm
self‐efficacy
on
investigating
613
university
learners
English
as
a
(EFL).
The
structural
equation
modelling
results
reveal
that
(1)
acceptance
positively
predicts
EFL
self‐efficacy;
(2)
does
not
predict
(3)
for
receptive
skills
mediates
relationship
between
acceptance/perceived
well‐being,
whereas
productive
play
mediation
role.
This
research
broadens
understanding
antecedents
extends
application
theory
AI‐driven
educational
environment,
providing
significant
pedagogical
implications.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Oct. 27, 2024
ABSTRACT
As
artificial
intelligence
(AI)
gains
prominence,
its
integration
into
second
language
(L2)
/foreign
(FL)
instruction
has
become
a
significant
trend.
Despite
the
considerable
promise
of
AI
for
L2/FL
learning,
more
research
is
still
needed
on
effects
student
academic
engagement
in
literature
classes
and
corresponding
emotional
experiences.
This
study,
therefore,
aimed
to
examine
use
English
as
foreign
(EFL)
learners'
engagement,
experience
was
also
qualitatively
explored.
Students
were
allocated
experimental
group
(
N
=
48),
who
received
integrated
with
AI,
control
traditional
without
assistance.
Quantitative
data
collected
using
an
FL
scale,
supplemented
by
individual
semi‐structured
interviews
qualitative
phase.
The
results
indicated
that
integrating
EFL
positive
effect
students'
cognitive,
social
engagement.
Moreover,
experiences
found
be
abundant
dynamic,
exerting
influence
their
study
provides
valuable
insights
educators
researchers
regarding
instruction.
European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(1), P. 1 - 16
Published: Jan. 27, 2025
ABSTRACT
Artificial
Intelligence
(AI)
literacy
has
come
to
the
spotlight,
empowering
individuals
adeptly
navigate
modern
digitalised
world.
However,
studies
on
teacher
AI
in
English
as
a
Foreign
Language
(EFL)
context
remain
limited.
This
study
aims
identify
intraindividual
differences
and
examine
its
associations
with
age
years
of
teaching
experience
among
782
teachers.
Given
absence
reliable
instrument
measure
literacy,
we
first
constructed
validated
scale
encompassing
five
sub‐scales:
Knowledge
,
Use
Assessment
Design
Ethics
.
Subsequently,
latent
profile
analysis
(LPA)
was
conducted
using
Mplus
7.4,
results
revealing
four
distinct
profiles:
Poor
(C1:
12.1%),
Moderate
(C2:
45.5%),
Good
(C3:
28.4%),
Excellent
(C4:
14.1%).
Multinomial
logistic
regression
analyses
indicated
significant
between
both
experience.
Additionally,
32
respondents
participated
semi‐structured
interviews.
The
qualitative
data
analysed
MAXQDA
2022
triangulated
quantitative
offered
deeper
insights
into
teachers’
perceptions
their
literacy.
provides
theoretical
practical
implications
for
understanding
Chinese
EFL
context.
European Journal of Education,
Journal Year:
2025,
Volume and Issue:
60(1)
Published: Jan. 12, 2025
ABSTRACT
This
study
explores
the
transformative
role
of
AI‐enhanced
social–emotional
learning
(SEL)
frameworks
in
improving
engagement
and
emotional
well‐being
English
as
a
foreign
language
(EFL)
students
China.
A
survey
was
conducted
among
816
undergraduate
postgraduate
from
universities
across
five
provinces,
utilising
convenience
sampling.
The
research
focused
on
how
AI
tools
integrated
into
contribute
to
student
stability.
Data
were
analysed
using
SPSS
for
descriptive
regression
analyses
AMOS
structural
equation
modelling.
findings
highlight
that
SEL
significantly
boosts
well‐being.
By
providing
tailored
experiences
based
students'
cognitive
needs,
systems
facilitate
better
regulation,
increased
focus
improved
academic
performance.
results
suggest
offer
personalised
support
not
only
enhances
outcomes
but
also
creates
more
emotionally
supportive
environment,
contributing
overall
success
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
59(4)
Published: Oct. 16, 2024
ABSTRACT
Artificial
intelligence
(AI)‐driven
learning
has
become
an
irreversible
trend
in
foreign
language
education.
Scholars
are
increasingly
focusing
on
this
field,
yet
few
have
examined
its
impact
within
English
literature
classes.
To
fill
gap,
we
designed
8‐week
intervention
study
with
mixed
methods
and
recruited
90
students,
42
the
experimental
group
48
control
group,
matched
for
average
age,
proficiency
gender
ratio.
Critical
thinking
levels
were
measured
before
after
using
a
standardised
assessment
tool.
In
students
used
AI
tools
(ChatGPT‐3.5,
Bodoudou,
SummarizBot,
etc.)
to
generate
answer
text‐related
questions,
participate
interactive
quizzes
AI‐assisted
debates
during
classes,
while
followed
traditional
without
tools.
The
findings
revealed
statistically
significant
improvement
critical
skills
of
compared
as
by
pre
postintervention
assessments
(
p
<
0.05).
This
suggests
that
can
effectively
enhance
abilities
not
only
contributes
emerging
discourse
education
but
also
offers
practical
implications
integrating
technologies
support
enrich
experiences
EFL
potential
guide
educators
policymakers
designing
AI‐driven
educational
strategies
culturally
responsive
pedagogically
effective.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 31, 2024
ABSTRACT
The
use
of
artificial
intelligence
(AI)
technologies
in
second/foreign
language
education
has
recently
gained
a
bulk
attention.
However,
the
emotional
experiences
English
as
foreign
(EFL)
learners
AI‐mediated
classes
have
been
ignored.
To
fill
this
gap,
present
qualitative
study
examined
34
Chinese
EFL
students'
perceptions
AI‐induced
emotions
and
regulation
strategies.
A
semi‐structured
interview
narrative
frame
were
used
to
collect
data.
gathered
data
thematically
analysed
through
latest
version
MAXQDA
software
(v.
2023).
findings
revealed
that
students
had
mostly
experienced
positive
‘motivation’,
‘excitement’,
‘engagement’
‘confidence’.
On
negative
side,
they
reported
experiencing
‘frustration’,
‘anxiety’
‘stress’
more
frequently
their
classes.
Furthermore,
indicated
participants
six
strategies,
namely
‘seeking
help
from
others’,
‘shifting
attention’,
‘cognitive
change’,
‘persistent
practice’,
‘staying
positive’
‘suppression’
regulate
emotions.
are
discussed
implications
provided
for
educators
understand
aspect
AI
injection
into
L2
education.
