RETRACTED: EFL university students' emotional engagement in AI‐mediated learning contexts: A sentiment analysis.
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| Title: | RETRACTED: EFL university students' emotional engagement in AI‐mediated learning contexts: A sentiment analysis. |
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| Authors: | Shan, Qiaojuan (AUTHOR), Xu, Yang (AUTHOR), Yusoff, Yusrita binti Mohd (AUTHOR), Mutalib, Ariffin bin Abdul (AUTHOR) |
| Source: | British Educational Research Journal. Jun2026, Vol. 52 Issue 3, pe329-e347. 19p. |
| Subjects: | Sentiment analysis, Artificial intelligence in education, Instructional systems, Interactive learning, Intelligent tutoring systems, Limited English-proficient students, Second language acquisition |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01411926 |
| DOI: | 10.1002/berj.4193 |
