Artificial Intelligence and Foreign Language Enjoyment in EFL Classrooms: Effects on Student Engagement and Learning

Abstract

Affective and motivational experiences are widely recognized as important components of technology-enhanced EFL environments. Drawing on the framework of Positive Psychology in L2 Learning and Self Determination Theory (SDT), this study investigates the relationships among Foreign Language Enjoyment (FLE), engagement, psychological well-being, and technology acceptance among undergraduate EFL students at Qassim University, Saudi Arabia. The study used a convergent mixed-method design involving a survey (n = 412) and focus group discussions with a smaller sample (n = 24). The study computed Cronbach's alpha to assess instrument reliability, and the hypothesized relationships were tested through structural equation modeling (SEM). Results showed that perceived usefulness and perceived ease of use were significant predictors of the behavioral intention to use technology, which, in turn, was a significant positive predictor of FLE and engagement. FLE and engagement were also found to be significant positive predictors of psychological well-being. These trends were found to be consistent with qualitative data collected based on autonomy-supportive technology use, peer collaboration, and decreased anxiety. The results extend positive psychology research in SLA settings to an under-researched context of the Arabian Gulf higher education and have practical implications for technology-mediated pedagogy that supports learning a foreign language.