Exploring the Role of AI-Mediated Education in Underprivileged EFL Students' Achievement Emotions: A Longitudinal Experimental Study
JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK, 2025 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2025
- Doi Numarası: 10.1080/10824669.2025.2607715
- Dergi Adı: JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
- İstanbul Üniversitesi Adresli: Hayır
Özet
The use of Artificial Intelligence (AI) tools in second language (L2) education has been associated with a range of emotional consequences. However, students' emotions experienced during AI-mediated education in underprivileged areas have received inadequate attention from researchers. To address this gap, the present study adopted a longitudinal experimental design to discover the impact of AI adoption on underprivileged EFL students' achievement emotions over two semesters. A sample including 120 students was divided into control (n = 60) and experimental (n = 60) groups. They completed a questionnaire on achievement emotions in two periods over a course supported by AI bots and chatbots. The results of ANCOVA indicated that AI-mediated L2 education had significantly reduced EFL students' negative achievement emotions but increased their positive emotions. The study highlights the role of emotions in AI-mediated education and calls for further technical and emotional support from educators and policymakers in underprivileged contexts. Implications for theory and practice are discussed.