Coexisting enjoyment and boredom in AI-mediated multilingual language learning: a micro-phenomenological study

This study examined how enjoyment and boredom coexisted, changed, and acquired meaning during interactions with generative Artificial intelligence (AI) tools. Guided by Positive Psychology 2.0, Complex Dynamic Systems Theory, Self-Determination Theory, and Control-Value Theory, the study used a qualitative micro-phenomenological design involving four multilingual learners with Persian as L1, English as L2, and German as L3. Over four weeks, participants completed AI-mediated German learning activities, reflective experience logs, and two micro-phenomenological interviews based on selected interaction episodes. Interview data were examined through repeated reading, segmentation of concrete episodes, within-case reconstruction, cross-case comparison, and interpretation informed by Complex Dynamic Systems Theory. Within selected episodes, enjoyment and boredom were present together and sometimes changed in relative strength. Enjoyment was associated with safety, competence, novelty, meaningful communication, and visible progress, while boredom was associated with repetition, predictability, mechanical interaction, and cognitive demand. Changes in prompts, task format, or opportunities for personal expression renewed engagement without fully alleviating boredom. Movement across Persian, English, and German supported comprehension and agency but sometimes added cognitive fatigue. Conceptually, the study presents emotional complexity as a dynamic and context-sensitive process. Methodologically, it shows how micro-phenomenological inquiry can capture the development of emotional experience within particular moments.