Artificial intelligence tools: Improvement of motivation, psychological well-being, and psychological capital of EFL learners: A self-determination theory perspective

• Published in: Learning and motivation Vol. 92; p. 102169
• Main Authors: Dou, Weiwei, Sun, Xueyu
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.11.2025
• Subjects: Artificial intelligence tools; EFL learners; Motivation; Psychological capital; Psychological well-being; Self-determination theory; Artificial intelligence tools; Self-determination theory; Psychological capital; Motivation; EFL learners; Psychological well-being
• ISSN: 0023-9690
• DOI: 10.1016/j.lmot.2025.102169

The incorporation of artificial intelligence (AI) in educational settings has attracted considerable interest from scholars, specifically in English as a Foreign Language (EFL) education. While prior research has explored AI’s instructional benefits, limited attention has been given to its impact on learners’ emotional and psychological dimensions—specifically motivation, psychological well-being (PWB), and psychological capital (PsyCap). This research examines the influence of AI tools on the motivation, PWB, and PsyCap of EFL students. To evaluate these effects, a pre-test was administered utilizing three validated scales that measure motivation, PWB, and PsyCap. After this initial evaluation, subjects were assigned to two groups, namely, receiving traditional instruction and participating in AI-based instructional methods. After the instructional sessions, both groups completed a post-test using the same questionnaires to assess alterations in the three variables. The data gathered from the pre-test and post-test were analyzed using Analysis of Covariance (ANCOVA), which indicated that there were notable differences in the post-test scores between the two groups concerning positive motivation, PsyCap, and PWB. Particularly, the integration of AI tools was found to markedly improve students' motivation, PWB, and PsyCap. These results suggest that AI tools not only boost language acquisition but also contribute meaningfully to learners' motivation and PsyCap. Implications include the need for educators and policymakers to consider AI integration not just for academic outcomes, but for cultivating emotionally supported learning environments in EFL contexts.