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This study aims to investigate how AI tools influence English learning and the emotional experiences of students in a dual instructional context.

March 18, 2026Acta PsychologicaOpen Access

Cognitive and emotional dynamics of artificial intelligence-assisted English learning: A mixed-methods study in a dual instructional context

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Mixed-methods study explores AI's role in enhancing English learning experiences among first-year students, suggesting implications for pedagogy.

This study aims to investigate how AI tools influence English learning and the emotional experiences of students in a dual instructional context.
Conducted a mixed-methods approach with quantitative surveys and qualitative interviews
Surveyed 82 first-year students on their use of AI applications for English learning
Performed correlation analyses to explore relationships between AI use and emotional responses
Collected reflective essays and interviews from 11 students for qualitative insights
Students used AI tools moderately to frequently for grammar checking and writing assistance.
Quantitative data showed positive associations between AI use and increased student confidence and excitement.
Students also reported feelings of frustration and concerns about dependency on AI.
Qualitative data depicted AI as a supportive partner, enhancing clarity while increasing reliance on automated guidance.

Zimik et al. (2026) studied this question.

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Mixed-methods study explores AI's role in enhancing English learning experiences among first-year students, suggesting implications for pedagogy.