EFL university students’ emotional engagement in AI‐mediated learning contexts: A sentiment analysis

Abstract The incorporation of artificial intelligence (AI) into education has drastically transformed language learning, particularly for English as a foreign language (EFL) students, by introducing innovative tools to boost engagement and proficiency. Despite the growing adoption of AI in education, there is still a limited understanding of how EFL learners emotionally engage with AI‐mediated learning environments. This study sought to address this gap by involving 32 EFL university students (14 males and 18 females), selected via purposive sampling, whose emotional responses were documented using online discussion forums, interviews and social media posts. The data were analysed adopting sentiment analysis to unveil patterns in their emotional engagement. Findings revealed three distinct perspectives on AI in EFL learning: positive sentiments related to interactive learning, immediate feedback, and personalised learning; neutral sentiments concerning practical AI use; and negative sentiments focused on technical issues, inaccuracies and AI's limitations in handling complex queries. This study emphasises AI's capacity to enhance emotional engagement in EFL contexts and identifies areas where technology can be improved, providing insights that can inform educators in designing more responsive AI‐powered tools to effectively support language learners.