The Effects of Incorporating Artificial Intelligence into English-Language Teaching and Learning: A Systematic Review on Anxiety and Demotivation
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| Title: | The Effects of Incorporating Artificial Intelligence into English-Language Teaching and Learning: A Systematic Review on Anxiety and Demotivation |
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| Language: | English |
| Authors: | Julio Antonio Álvarez Martínez, Juan Fernando Gómez, Claudio Díaz Larenas, Abad Ernesto Parada Trujillo, Lizeth Marelly Álvarez Salas, Fabio Alberto Vargas Agudelo |
| Source: | Journal of Educators Online. 2025 22(4). |
| Availability: | Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Literature Reviews, Meta Analysis, Artificial Intelligence, Electronic Learning, Psychological Patterns, Student Motivation, Learning Motivation, Anxiety, English Instruction, Computer Uses in Education |
| ISSN: | 1547-500X |
| Abstract: | In the 21st century, Artificial Intelligence (AI) has become an important element of human experience. Its application in English-language education should enhance students' linguistic abilities. However, there is a scarcity of research on the anxiety and demotivation in them that occurs from incorporating AI in teaching and learning English on e-learning platforms. This systematic review explores the psychological implications of artificial intelligence in English-language education, specifically examining the effects of anxiety and demotivation on students. The analysis employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Model to assess the relevant literature published from 2015 to 2023. A rigorous procedure was followed to select the 66 articles that comprised the sample from Scopus, ERIC, and Google Scholar. These databases were chosen based on recognition, accessibility, and a strict peer review process. The findings show that while AI technologies offer promising potential for personalised learning experiences, they also provoke challenges associated with increased anxiety and decreased motivation for learners. A variety of factors, such as technological complications, apprehension towards performance assessment, and minimal interpersonal engagement, may contribute to the occurrence of anxiety and demotivation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486258 |
| Database: | ERIC |
| Abstract: | In the 21st century, Artificial Intelligence (AI) has become an important element of human experience. Its application in English-language education should enhance students' linguistic abilities. However, there is a scarcity of research on the anxiety and demotivation in them that occurs from incorporating AI in teaching and learning English on e-learning platforms. This systematic review explores the psychological implications of artificial intelligence in English-language education, specifically examining the effects of anxiety and demotivation on students. The analysis employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Model to assess the relevant literature published from 2015 to 2023. A rigorous procedure was followed to select the 66 articles that comprised the sample from Scopus, ERIC, and Google Scholar. These databases were chosen based on recognition, accessibility, and a strict peer review process. The findings show that while AI technologies offer promising potential for personalised learning experiences, they also provoke challenges associated with increased anxiety and decreased motivation for learners. A variety of factors, such as technological complications, apprehension towards performance assessment, and minimal interpersonal engagement, may contribute to the occurrence of anxiety and demotivation. |
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| ISSN: | 1547-500X |
