The promises and challenges of AI-based chatbots in language education through the lens of learner emotions.

The integration of AI-based chatbots in language education has garnered significant attention, yet the interplay between chatbots and positive psychology remains underexplored. Filling this gap through a critical analysis of existing theories, measurement scales, and empirical evidence, this paper evaluates the potential benefits and drawbacks of incorporating AI chatbots in language learning environments and how AI chatbots may positively or negatively impact emotional dimensions of language acquisition. The findings unravel that the primary advantages of the AI chatbots are personalized instruction with rapid feedback, a decrease in anxiety levels and a surge in motivation, greater learner independence and self-directed learning, and the fostering of metacognitive abilities. Conversely, the identified obstacles encompass restricted emotional awareness, a deficiency in genuine human interaction, ethical dilemmas and privacy issues, as well as the potential reinforcement of biases and stereotypes. By highlighting the importance of learner emotions in the language learning process, this conceptual analysis review underscores the need for a nuanced understanding of how AI chatbots can support or hinder emotional engagement and motivation. The paper discusses the impacting factors of AI-based chatbots in language education, and strategies for addressing challenges and optimizing chatbot-learner interactions, such as incorporating affective computing techniques and designing culturally-sensitive chatbots. Finally, the article outlines future research directions, emphasizing the need for validated emotion scales in chatbot assisted language learning contexts, longitudinal studies, mixed-methods research, comparative analyses, and investigations into the role of chatbots in fostering emotional intelligence and intercultural competence.