Date of Award
1-1-2025
Document Type
Thesis
Degree Name
M.A. in Modern Languages
First Advisor
Jimin Kahng
Second Advisor
Vance Schaefer
Third Advisor
Tamara Warhol
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
The rapid advancement of technology has significantly influenced various aspects of life including second language (L2) teaching and learning at all levels. Although emotions have been investigated since the inception of positive psychology (PP), little is known about the impact of artificial intelligence (AI) on emotions in online L2 classrooms. Notwithstanding MacIntyre et al.’s (2019) advocacy for more intervention studies on emotions, experimental research probing into the effects of AI-based interventions on foreign language enjoyment (FLE) and foreign language boredom (FLB) remains limited. Drawing on PP, having adopted a sequential explanatory mixed-methods design, this quasi-experimental study seeks to cast light on the impact of Pi, an AI-driven application, on L2 learners’ FLE and FLB in a synchronous virtual EFL classroom. To this end, a within-subjects design exposed 21 Iranian L2 learners to conventional (first phase, two sessions) and AI-mediated virtual classroom activities (second phase, two sessions). Participants completed pre- and post-intervention surveys before and after the AI intervention followed by an individual semi-structured interview in the qualitative phase. The results indicated that Pi-mediated speaking activities were effective in enhancing FLE and assuaging FLB. Moreover, the learners had positive attitudes towards the Pi-mediated speaking activities. The study offers noteworthy insights for language teachers and researchers on the use of AI in L2 classrooms.
Recommended Citation
Azhdari, Sohrab, "Artificial Intelligence in Online Classes in The Iranian EFL Context: Impact on Enjoyment and Boredom" (2025). Electronic Theses and Dissertations. 3239.
https://egrove.olemiss.edu/etd/3239