Article2026

Exploring the impact of AI-enhanced language tools on multilingual learners’ grit, enjoyment, anxiety, and emotional disengagement: a positive psychology 2.0 perspective

62 citations0/0 files storedInternational Journal of Multilingualism

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EFL/ESL Teaching and Learning Artificial Intelligence in Education Grit, Self-Efficacy, and Motivation

Abstract

This study explored the connections between multilingual learners using AI-enhanced language tools and their social-emotional and motivational results, such as grit, foreign language enjoyment, anxiety, and emotional disengagement. To this end, 459 international learners of Chinese as a foreign language from diverse geographic and educational backgrounds completed verified questionnaires. Descriptive and inferential analyses showcased that more frequent use of AI tools was related to higher perseverance and enjoyment, and lower anxiety and emotional disengagement. The findings evidence that AI-supported learning can boost learners’ motivation and emotional regulation in language-learning situations. Theoretically, the study emphasises the importance of self-determination theory (SDT) and cognitive load-reducing frameworks. Practically, it suggests integrating AI tools strategically to support learner engagement and well-being.

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References

1986Foreign Language Classroom Anxiety 2009Development and Validation of the Short Grit Scale (Grit–S)2014The two faces of Janus? Anxiety and enjoyment in the foreign language classroom 2008A Motivational Perspective on Engagement and Disaffection 2011Positive psychology 2.0: Towards a balanced interactive model of the good life.2021Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes 2020Third wave positive psychology: broadening towards complexity 2020Exploring student engagement with peer feedback on L2 writing

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