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AI-induced emotions in L2 education: Exploring EFL students’ perceived emotions and regulation strategies

Computers in Human Behavior, ISSN: 0747-5632, Vol: 159, Page: 108337
2024
  • 16
    Citations
  • 0
    Usage
  • 55
    Captures
  • 1
    Mentions
  • 0
    Social Media
Metric Options:   Counts1 Year3 Year

Metrics Details

  • Citations
    16
    • Citation Indexes
      16
  • Captures
    55
  • Mentions
    1
    • News Mentions
      1
      • News
        1

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Article Description

The role of artificial intelligence (AI) has recently gained increasing attention among second language (L2) researchers. However, the emotional influences of AI-mediated instruction on English as a foreign language (EFL) students have remained an unaddressed line of research. To fill this lacuna, the present study took a qualitative approach to unveil the perceived emotions of a sample of 498 Chinese EFL learners and their corresponding emotional regulation strategies in AI-mediated L2 education. An open-ended questionnaire and a semi-structured interview were used to glean the data. The results of MAXQDA analysis evinced that Chinese EFL learners had experienced a wide spectrum of positive and negative emotions in light of AI-based L2 education. Moreover, it was found that the participants took advantage of different antecedent-focused and response-focused strategies to regulate their AI-induced emotions. The study discusses the implications of AI-based L2 education and calls for further research on the linkage of AI and L2 emotions.

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