Recently, various studies have highlighted the positive impacts of using artificial intelligence (AI) technologies in second language (L2) education. However, the contribution of such innovative technologies to English as a foreign language (EFL) students’ psycho-affective states and learning approaches has remained under-explored. To fill this gap, the present qualitative study interviewed 30 Chinese EFL students to showcase the ways through which AI tools could contribute to their classroom engagement and active learning (AL) practices. The results of thematic analysis revealed that AI technologies contributed to the participants’ engagement by ‘fostering continuous learning’, ‘providing content tailored to learners’ needs and levels’, ‘offering interactive exercises and tasks’, ‘giving immediate feedback on assignments’ and ‘energizing traditional lessons by adding joy and fun’. On the other hand, the findings demonstrated that AI technologies could facilitate the students’ AL by ‘providing personalized and adaptive learning paths and practices’, ‘providing instant feedback’, ‘facilitating peer interaction’, ‘being available and flexible for learners’, encouraging self-paced learning’, and ‘providing rich and engaging materials and activities’. The findings are discussed in detail and implications for L2 educators and policy-makers are provided to encourage the implementation of AI tools in L2 education as opportunities to enhance students’ positive emotions and learning practices.
Xingwang Peng (2025) studied this question.