Emotions in AI-integrated language teaching: insights from pre-service English teachers

Purpose This study aims to examine the emotional experiences of pre-service English language teachers (PELTs) as they develop and use artificial intelligence (AI)-supported instructional materials in a teacher education setting. Design/methodology/approach Data were gathered from 14 Turkish PELTs over a six-week period through reflective journals, nonparticipant observations and stimulated recall interviews. Findings The thematic analysis revealed a variety of both positive and negative emotions. Positive emotions mainly arose from the novelty, creativity and efficiency of AI tools. Negative emotions were linked to unclear AI outputs, limited experience and uncertainty about how to use the tools effectively. Despite initial difficulties, most participants demonstrated a strong willingness to continue incorporating AI into their future teaching, recognizing its potential to enhance creativity and efficiency. Practical implications Addressing emotional aspects in teacher education through emotion regulation training and providing practical experience with AI can build confidence, resilience and positive engagement, thereby promoting the sustainable use of AI in language education. Originality/value Research examining PELTs’ emotional experiences with AI integration remains scarce, leaving a notable gap in existing literature. Consequently, this study will contribute to the literature by exploring the emotional experiences of PELTs as they develop and use instructional materials enhanced by AI.