A latent growth curve modeling of Chinese EFL learners’ emotional fluctuations in AI-mediated L2 education: is positivity or negativity on the rise?

The role of artificial intelligence (AI) tools in promoting different aspects of second language (L2) education has recently obtained increasing attention. However, there is insufficient evidence about the contribution of AI-mediated L2 instruction to English as a foreign language (EFL) learners' positive and negative emotions. To address the gap, this study conducted a latent growth curve modeling (LGCM) analysis to find out the changes in 350 Chinese EFL learners' classroom engagement and enjoyment. Two questionnaires were used to collect data at different points of the semester that was taught through AI tools. The results showed that both engagement and enjoyment significantly increased in learners over time. While engagement grew steadily in the participants, the rate of growth in enjoyment was not equal among them. Furthermore, it was found that both student engagement and enjoyment had going-togetherness through time, from the beginning to the end of the course. The results are discussed and implications for the adoption of AI tools in L2 classes are provided for EFL teachers and teacher educators.