ArticleFrontiers in psychology2026
Emotional pathways to engagement in AI-enhanced english learning: the role of AI literacy and foreign language enjoyment.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Purpose: Learner engagement is central to effective EFL learning, yet limited research has examined how AI literacy contributes to students' engagement in AI-enhanced language classrooms. Drawing on the growing recognition of emotion in technology-mediated learning, this study investigates whether foreign language enjoyment (FLE) functions as an affective mechanism through which AI literacy influences foreign language classroom engagement (FCE). Design: The study was conducted with 269 undergraduate students enrolled in AI-enhanced English courses at a Chinese university. This study integrated two complementary methodological approaches. First, structural equation modeling (SEM) was employed to explore the mediating role of FLE in the relationship between AI literacy (AIL) and classroom engagement. Second, latent profile analysis (LPA) was utilized to categorize students into homogeneous subgroups based on their FLE levels. Findings: SEM results showed that AI literacy significantly predicted foreign language enjoyment, which in turn positively predicted classroom engagement. The findings supported the mediating role of FLE in the relationship between AI literacy and classroom engagement. LPA identified two distinct learner profiles: a High-FLE group and a Low-FLE group. Learners in the High-FLE profile reported significantly higher levels of positive affect and classroom engagement, whereas those in the Low-FLE profile demonstrated lower enjoyment and weaker participation in AI-assisted learning activities. Value: This study advances research on AI-enhanced language learning by conceptualizing foreign language enjoyment as a key affective pathway linking AI literacy to classroom engagement. It reveals both the emotional mechanisms and learner heterogeneity underlying engagement in AI-integrated EFL classrooms. The findings offer pedagogical insights for designing emotionally responsive and pedagogically innovative AI-supported language learning environments.
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