Chapter 6. Integrating AI in Language Learning Classrooms: Engagement and Emotions
Mark Feng Teng and Jerry Huang
Mark Feng Teng and Jerry Huang
Abstract
Artificial Intelligence (AI) is rapidly transforming the landscape of language learning, presenting a unique blend of unprecedented opportunities and complex challenges. This chapter delves into the integration of AI technologies within language education, with a specific focus on its dynamic relationship with student engagement and motivation. Research indicates that AI tools demonstrate a remarkable capacity to provide personalized, immediate feedback, cultivate emotional engagement through interactive interfaces, and foster inclusive classroom environments by reducing anxiety among less confident learners, thereby encouraging participation. However, this technological integration is not without its significant concerns. Issues such as the potential for excessive student dependence on AI assistance, which could lead to a decline in critical thinking and autonomous problem-solving skills, alongside pressing ethical considerations regarding data privacy and algorithmic bias, remain at the forefront of the discussion. Consequently, this chapter emphasizes the urgent need for educators to develop their own AI literacy and to pedagogically design thoughtful, scaffolded tasks that encourage deeper cognitive engagement and reflective learning, rather than passive acceptance of AI-generated outputs. Drawing on established theoretical frameworks such as the Broaden-and-Build Theory (Fredrickson, 2001), the chapter examines the critical interplay between positive emotion, sustained engagement, and academic achievement within AI-augmented classrooms. It ultimately argues for a balanced and discerning approach, where AI does not replace traditional methods but serves as a complementary tool.
About the Contributors
Mark Feng Teng, Ph.D., is an Associate Professor at Macao Polytechnic University. His research portfolio mainly focuses on L2 vocabulary acquisition, reading, and writing. He has recently focused on AI for writing. His publications have appeared in international journals, including Applied Linguistics, TESOL Quarterly, Language Teaching Research, System, Computer Assisted Language Learning, Computers & Education, Foreign Language Annals, and IRAL, among others. His recent monographs were published by Cambridge, Routledge, Springer, and Bloomsbury. He serves as editor-in-chief for Digital Applied Linguistics (DAL) and International Journal of TESOL Studies (IJTS).
Jerry Huang is an associate professor in the Faculty of Culture Studies at Kyoto Sangyo University. His teaching expertise focuses on English language courses with a cultural integration approach, while his research interests include motivation, engagement, artificial intelligence, ChatGPT, and Languages Other Than English (LOTE). His work has been published in the Annual Review of Applied Linguistics, Education and Information Technologies, Computers and Education: Artificial Intelligence, and the International Journal of Applied Linguistics.
Citation
Teng, M. F., & Huang, J. (2025). Integrating AI in language learning classrooms: Engagement and emotions. In L. Ohashi, M. Hillis, & R. Dykes (Eds.), Artificial intelligence in our language learning classrooms (pp. 126-146). Candlin & Mynard. https://doi.org/10.47908/38/6
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Information About the Book
Title: Artificial Intelligence in Our Language Learning Classrooms Editors: Louise Ohashi, Mary Hillis, & Robert Dykes Read more... |