The Role of Multimodal AI Technologies in EFL Students’ Perceived Positive and Negative Achievement Emotions: An Existential Positive Psychology (EPP) Perspective

نوع مقاله : مقاله پژوهشی

نویسندگان
Ali Derakhshan 1
Yujong Park 2
1 Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran
2 Professor of Applied Linguistics, Department of English Language and Literature, Sungkyunkwan University, Seoul, South Korea
10.48311/lrr.2025.118514.83043
چکیده
Various aspects of English as a foreign language (EFL) education are affected by the adopting of artificial intelligence (AI) tools with both monomodal and multimodal capacities. However, the emotional consequences of AI-mediated second/foreign language (L2) education remain underexplored in the existing literature. To address this gap, the current experimental study drew on the principles of existential positive psychology (EPP) to explore the role of multimodal AI technologies in shaping students’ positive and negative achievement emotions. A total of 82 Iranian EFL students were assigned to a control (n = 41) and an experimental group (n = 41) and completed a validated achievement emotions questionnaire a questionnaire twice (pretest and posttest). Students in the experimental group went through a multimodal AI-mediated instructional intervention, while their peers in the control group received conventional teacher-fronted instruction. The results of analysis of covariance (ANCOVA) revealed that multimodal AI-mediated instruction had a statistically significant impact on EFL students’ achievement emotions. Specifically, there were significant improvements in learners’ positive emotions, while their negative emotions significantly decreased after the intervention. Interpreted through an EPP lens, these findings suggest that engagement with multimodal AI technologies may simultaneously foster emotional flourishing and alleviate emotionally adverse experiences in EFL learning contexts. The study foregrounds often-overlooked emotional dimension of AI-mediated L2 education and provides theoretical and pedagogical implications pertaining to multimodal AI adoption by students and teachers in EFL contexts
کلیدواژه‌ها
Artificial Intelligence (AI)
achievement emotions
EFL students
existential positive psychology (EPP)
L2 education
multimodal AI technologies
موضوعات
Chen, Y., Zhi, Y., & Derakhshan, A. (2025). Integrating Artificial Intelligence (AI) into the English as a foreign language classroom: Exploring its impact on students' achievement emotions and willingness to communicate (WTC). European Journal of Education, 60(3), e70157. https://doi.org/10.1111/ejed.70157
Dai, K., & Liu, Q. (2024). Leveraging Artificial Intelligence (AI) in English as a foreign language (EFL) classes: Challenges and opportunities in the spotlight. Computers in Human Behavior, 108354. https://doi.org/10.1016/j.chb.2024.108354
Davari, H., Karami, H., Nourzadeh, S., & Iranmehr, A. (2020). Examining the validity of the Achievement Emotions Questionnaire for measuring more emotions in the foreign language classroom. Journal of Multilingual and Multicultural Development, 43(8), 701–714. https://doi.org/10.1080/01434632.2020.1766054
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 319–340.
Derakhshan, A. (2025a). EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation: A motivational climate theory (MCT) perspective in focus. Learning and Motivation, 90, 102114. https://doi.org/10.1016/j.lmot.2025.102114
Derakhshan, A. (2025b). Tracking the effects of Gemini as a GenAI tool on L2 learners’ writing proficiency and anxiety: Latent growth curve modeling approach. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-025-01042-5
Derakhshan, A., & Ghiasvand, F. (2024). Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research-active EFL teachers’ perceptions. International Journal of Applied Linguistics, 34(4), 1246–1264. https://doi.org/10.1111/ijal.12561   
Derakhshan, A., & Lalli, G.S. (2025). A phenomenological study on the role of teacher communication behaviors in high school students’ willingness to attend AI-enhanced classrooms. European Journal of Education. https://doi.org/10.1111/ejed.70309
Derakhshan, A., & MacIntyre, P. (2025a). A transcendental phenomenology on Existential Positive Psychology (EPP) and L2 education: Setting a practical agenda for regulating students’ well-being and ill-being. Studies in Second Language Learning and Teaching, 15(3), 533–556. https://doi.org/10.14746/ssllt.46191.
Derakhshan, A., & MacIntyre, P. (2025b). Unveiling multilingual English learners’ perceptions about language-specific adversities and sufferings and their associated regulatory strategies: an existential positive psychology (EPP) perspective. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/ 01434632.2025.2501157
Derakhshan, A., & MacIntyre, P. (2026). From positive psychology to existential positive psychology (EPP): New directions for theory, research, and practice. System, 137, 103928. https://doi.org/10.1016/j.system.2025.103928
Derakhshan, A., & Solhi, M. (2025). Understanding AI-related needs of adolescent refugee EFL learners in Türkiye: A qualitative study. Journal of Education for Students Placed at Risk (JESPAR). https://doi.org/10.1080/10824669.2025.2602796
Derakhshan, A., & Taghizadeh, M. S. (2025). Does artificial intelligence (AI) nurture or hinder language learners’ higher-order thinking skills (HOTS)? A phenomenological study on L2 learners’ perspectives and lived experiences. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12824
Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System. https://doi.org/10.1016/j.system.2024.103254
Frankl, V. (1984). Man's search for meaning. Simon & Schuster.
Fryer, L., Coniam, D., Carpenter, R., & Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. Language, Learning and Technology, 24(2), 8–22, 10125/44719.
Guo, K., Zhong, Y., Li, D., & Chu, S. K. W. (2023). Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation. Computers & Education. https://doi.org/10.1016/j.compedu.2023.104862
Huang, X., Zou, D., Cheng, G., Chen, X., & Xie, H. (2023). Trends, research issues and applications of artificial intelligence in language education. Educational Technology & Society, 26(1), 112–131. Retrieved from https://www.jstor.org/stable/48707971
Huang, F., & Derakhshan, A. (2025). Learning motivation and digital literacy in AI adoption for self‐regulated English learning. European Journal of Education, 60(4), e70254. https://doi.org/10.1111/ejed.70254
Jeon, J. (2022). Exploring AI Chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning: https://doi.org/10.1080/09588221.2021.2021241
Kohnke, L. (2025). Empowering pre-service teachers with generative artificial intelligence and microlearning: Pathways to self-directed growth. Australian Journal of Applied Linguistics, 8(4), 102889–102889. https://doi.org/10.29140/ajal.v8n4.102889
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, 5, 100156. https://doi.org/10.1016/j.caeai.2023.100156
Kruk, M., Pawlak, M., Elahi Shirvan, M., & Shahnama, M. (2022). The emergence of boredom in an online language class: An ecological perspective. System, 107: https://doi. org/10.1016/j.system.2022.102803  
Lee, J. Y., & Chei, M. J. (2020). Latent profile analysis of Korean undergraduates’ academic emotions in e-learning environment. Educational Technology Research and Development, 68(3), 1521–1546. https://doi.org/10.1007/s11423-019-09715-x
Li, C., Pawlak, M., & Kruk, M. (2025). Achievement emotions and control-value appraisals in foreign language learning. Journal of Multilingual and Multicultural Development, 46(2), 364–378. https://doi.org/10.1080/01434632.2023.2183961
Liu, H. & Fan, J. (2024), AI-mediated communication in EFL classrooms: The role of technical and pedagogical stimuli and the mediating effects of AI literacy and enjoyment. European Journal of Education, 60 (1), e12813. https://doi.org/10.1111/ejed.12813
Liu, G., & Ma, C. (2024). Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model. Innovation in Language Learning and Teaching, 18(2), 125–138. https://doi.org/10.1080/17501229.2023.2240316
Liu, M., & Reinders, H. (2025). Do AI chatbots impact motivation? Insights from a preliminary longitudinal study. System, 128, 103544. https://doi.org/10.3389/fpsyg.2023.1287667
Liu, W., & Wang, Y. (2024). The effects of using AI tools on critical thinking in English literature classes among EFL learners: An intervention study. European Journal of Education. https://doi.org/https://doi.org/10.1111/ejed.12804
Lu, L., Wang, C., & Wang, Y. (2024). The contribution of teacher self-efficacy, resilience and emotion regulation to teachers’ well-being: Technology-enhanced teaching context. European Journal of Education, e12755. https://doi.org/https://doi.org/10.1111/ejed.12755
Luckin, R., Cukurova, M., Kent, C., & Du Boulay, B. (2022). Empowering educators to be AI-ready. Computers and Education: Artificial Intelligence, 3, 100076. https://doi.org/10. 1016/j. caeai. 2022. 100076.
Mayer, C.-H. (2020). Transforming shame in the workplace, leadership and organisation: Contributions of positive psychology movements to the discourse. In S. Dhiman & J. Marquis (Eds.), New horizons in positive leadership and change (pp. 313–331). Springer.
Moorhouse, B. L., & Kohnke, L. (2024). The effects of generative AI on initial language teacher education: The perceptions of teacher educators. System, 122, 103290. https://doi.org/10.1016/j.system.2024.103290
Nguyen, L. Q., & Le, H. V. (2023). Enhancing L2 learners’ lexical gains via Quizlet learning tool: The role of individual differences. Education and Information Technologies, 28(9), 12143–12167. https://doi.org/10.1007/s10639-023-11673-0
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
Pekrun, R., Goetz, T., & Frenzel, A.C. (2005). Academic Emotions Questionnaire—Mathematics (AEQ-M): User's manual. University of Munich, Department of Psychology.
Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of language and cultural education, 7(3), 135–153. https://doi.org/10.2478/jolac e-2019-0025
Richards, J.C. (2020). Exploring emotions in language teaching. RELC Journal. https://doi.org/10.1177/003368822092753
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 1–22. https://doi.org/10.37074/jalt.2023.6.1.9
Seyri, H., & Ghiasvand, F. (2025). “Teaching is basically feeling”: Unpacking EFL Teachers’ perceived emotions and regulatory strategies in AI-Powered L2 speaking and writing skills instruction. Computers and Education Open, 8, 100264. https://doi.org/10.1016/j.caeo.2025.100264
Shao, K., Stockinger, K., Marsh, H. W., & Pekrun, R. (2023). Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the achievement emotions questionnaire–second language learning. Language Teaching Research, 13621688221144497.
Stockwell, G. (2024). ChatGPT in language teaching and learning: Exploring the road we’re travelling. Technology in Language Teaching & Learning, 6(1), 2273-2273. https://doi.org/10.29140/tltl.v6n1.2273
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, 100752. https://doi.org/doi: 10.1016/j.asw.2023.100752
Wang, X., Li, L., Tan, S. C., Yang, L., & Lei, J. (2023). Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness. Computers in Human Behavior, 146, 107798. https://doi.org/10.1016/j.chb.2023.107798
Wang, Y., & Marecki, M. (2021). Positive psychology 2.0 in a foreign language classroom: Students’ emotional experience in English classroom interaction in China. Frontiers in Psychology, 12, Article 789579. https://doi.org/10.3389/fpsyg.2021.789579
Wang, Y., Derakhshan, A., & Ghiasvand, F. (2025). EFL teachers’ generative artificial intelligence (GenAI) literacy: A scale development and validation study. System, 133, 103791. https://doi.org/10.1016/j.system.2025.103791
Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in psychology, 14, 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Wong, P. T. P. (2021). What is existential positive psychology (PP 2.0)? Why is it necessary for mental health during the pandemic? International Journal of Existential Positive Psychology, 10(1), 1–16. https://www.meaning.ca/ijepp-article/vol10-no1/what-is
Wong, P. T. P., & Bowers, V. (2019). Mature happiness and global wellbeing in difficult times. In N. R. Silton (Ed.), Scientific concepts behind happiness, kindness, and empathy in contemporary society (pp. 112–134). IGI Global.
Wong, P. T. P., Mayer, C. H., & Arslan, G. (2021). Editorial: COVID-19 and existential positive psychology (PP2.0): The new science of self-transcendence. Frontiers in Psychology, 12, 800308. https://doi.org/10.3389/fpsyg.2021.800308
Wong, P. T., Cowden, R. G., Mayer, C. H., & Bowers, V. L. (2022). Shifting the paradigm of positive psychology: Toward an existential positive psychology of wellbeing. In Broadening the scope of wellbeing science: Multidisciplinary and interdisciplinary perspectives on human flourishing and wellbeing (pp. 13–27). Springer International Publishing.
Wu, L., Wu, Y., Zhang X. (2021). L2 learner cognitive psychological factors about artificial intelligence writing corrective feedback. English Language Teaching, 14(10), 70–83. https://doi.org/10.5539/elt.v14n10p70
Wu, X., & Li, R. (2025). Perceived supports, achievement emotions, and engagement in multimodal GAI chatbot-assisted language learning: A sequential mixed-methods study. Computer Assisted Language Learning, 1–24.
Wu, Y., & Derakhshan, A. (2025). What drives L2 teachers to embrace AI technologies? A phenomenological inquiry into the role of personal and job resources. Porta Linguarum, XIII, 321–337.  https://doi.org/10.30827/portalin.viXIII.33117 
Wu, H., & Wang, Y. (2025). Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of English: A self-determination theory perspective. Learning and Motivation, 90, 102134. https://doi.org/10.1016/j.lmot.2025.102134
Xin, Z., & Derakhshan, A. (2025). From excitement to anxiety: Exploring English as a foreign language learners' emotional experiences in the artificial intelligence‐powered classrooms. European Journal of Education, 60(1), e12845. https://doi.org/10.1111/ejed.12845
Yang, L., & Zhao, S. (2024). AI-induced emotions in L2 education: Exploring EFL students’ perceived emotions and regulation strategies. Computers in Human Behavior, 159, 108337. https://doi.org/10.1016/j.chb.2024.108337
Zare, J., Ranjbaran Madiseh, F., & Derakhshan, A. (2025). Generative AI and English essay writing: Exploring the role of ChatGPT in enhancing learners’ task engagement. Applied Linguistics.  https://doi.org/10.1093/applin/amaf045
Zhang, J., & Derakhshan, A. (2025). Integrating ‘GPT-4o’ as an AI tool into K-12 contexts: Assessing its long-term effects on students’ self-regulated learning (SRL) and task engagement through latent growth curve modelling. European Journal of Education, 60. e70329. https://doi.org/10.1111/ejed.70329
Zhou, C., & Hou, F. (2024). Can AI empower L2 education? Exploring its influence on the behavioural, cognitive and emotional engagement of EFL teachers and language learners. European Journal of Education, 59(4), e12750. https://doi.org/10.1111/ejed.12750
Zong, Y., & Yang, L. (2025). How AI‐enhanced social–emotional learning framework transforms EFL students' engagement and emotional well‐being. European Journal of Education, 60(1), e12925. https://doi.org/10.1111/ejed.12925
Zou, B., Reinders, H., Thomas, M., & Barr, D. (2023). Using artificial intelligence technology for language learning. Frontiers in Psychology, 14, 1287667. https://doi.org/10.3389/fpsyg.2023.1287667