ABSTRACT This intervention study strived to uncover the significance of Artificial Intelligence (AI) in L2 classrooms by exploring its impact on English language learners' achievement emotions and willingness to communicate (WTC). The study also examined the interrelationship between English learners' achievement emotions and their WTC in AI‐powered classrooms. To these aims, a group of Chinese English students ( N = 204) was randomly divided into the control and treatment groups. Prior to commencing the experiment, two pre‐designed inventories were administered to both the control and the treatment group. Following the initial assessment, students in the treatment group ( N = 107) received AI‐based instruction for a period of 6 weeks. In parallel, students in the control group ( N = 97) were subjected to conventional education. At the conclusion of the experiment, the pre‐designed surveys were distributed among the control and treatment groups. The results of the experiment showed that students in the treatment group, who received the AI‐based instruction, exhibited a higher increase in their positive achievement emotions and WTC compared to their counterparts in the control group. The results also evinced a strong and favourable connection between students' WTC and their positive achievement emotions. The study offers precious insights for educational leaders and language teachers regarding the benefits of integrating AI into L2 classrooms.
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