Emotional Dimensions of AI-Assisted ESL/EFL Learning: A Systematic Review of Evidence, Research Trends, and Educational Implications

Abstract

Background: Artificial intelligence (AI) has rapidly transformed English language education, yet systematic evidence concerning its influence on learners’ emotional experiences remains fragmented. Existing reviews have primarily emphasized language achievement, specific AI applications, or individual affective constructs.

Aims: This systematic review synthesizes empirical evidence on learner emotions in AI-assisted English as a Second Language (ESL) and English as Foreign Language (EFL) learning, focusing on research characteristics, emotional constructs, and reported affective outcomes.

Methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, systematic searches were conducted in Scopus, Web of Science, OpenGrey, and Google Scholar. After applying predefined eligibility and quality-assessment criteria, 39 empirical studies, including 35 peer-reviewed publications and four grey-literature sources, were included in the qualitative synthesis.

Results: The findings indicate that AI-assisted ESL/EFL learning has been implemented across diverse educational settings, language skills, and AI applications across more than ten non-English-speaking countries. The evidence addressed a range of emotional and affective constructs, including foreign language enjoyment, anxiety, boredom, interest, engagement, confidence, well-being, and emotion regulation. Overall, AI-assisted learning was generally associated with more positive emotional experiences and reduced anxiety, although concerns regarding AI-related anxiety, dependence, reliability, and ethical issues were also reported.

Conclusion: The findings indicate that AI-assisted ESL/EFL learning has important affective as well as pedagogical dimensions. Future research should adopt more rigorous and diverse designs to clarify the conditions under which AI can support learners’ emotional well-being alongside language development.

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Author Biographies

Shaghayegh Shirzad, Eiman Narimani Marketing Management Co. L. L.C., Dubai, UAE

Eiman Narimani Marketing Management Co. L. L.C., Dubai, UAE

Ma Rosella Rapsing, Bicol State College of Applied Science and Technology

Department of English Language Teaching, Bicol state College of Applied Science and technology, Naga City, Philippines