چكيده
This study investigates the impact of AI-powered language learning on the affective factors of English as a Foreign Language (EFL) learners, specifically focusing on enjoyment, anxiety, and willingness to communicate during speaking activities. Conducted at Shahid Changiz High School in Lali, Masjed Soleiman, Khuzestan Province, Iran, during the autumn of 1403 in the Iranian calendar, the research involved 45 male students. These participants were divided into two groups: an experimental group that utilized the Pi.AI tool to enhance their speaking skills, and a control group that employed traditional language learning methods. The study spanned an eight-week period, allowing for a comprehensive analysis of the effects of AI integration in language learning. Results revealed that learners in the experimental group reported significantly higher enjoyment levels compared to the control group, indicating that AI integration positively influences enjoyment in language learning. Furthermore, anxiety levels were significantly lower in the experimental group, suggesting that AI-powered learning effectively reduces anxiety, thereby enhancing learners’ confidence in engaging in oral communication. Additionally, the study found a substantial increase in the willingness to communicate among learners using AI tools, leading to more frequent and meaningful interactions in the target language compared to the control group. These outcomes challenge initial hypotheses that suggested AI would not play a significant role in enhancing these affective factors. The research aligns with Vygotsky’s social constructivist theory, emphasizing the importance of collaborative interactions in language learning, thereby underscoring the potential of AI-powered tools to create supportive and engaging environments. Overall, this study contributes valuable insights into how AI can enhance language acquisition experiences and improve learners’ attitudes and engagement in speaking activities.
