Untangling the Cognitive and Emotional State of EFL Learners in AI-Integrated Language Instruction: A Humanized Pedagogy Perspective

Heydarnejad, Tahereh; Zahedi Moghaddam, Sajjad; Mavaddat Kakhki, Ali; Mirzadeh Rahni, Saeedeh

doi:10.22080/iselt.2026.30701.1153

Untangling the Cognitive and Emotional State of EFL Learners in AI-Integrated Language Instruction: A Humanized Pedagogy Perspective

Document Type : Original Article

Authors

¹ Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran

² Department of English Language and Literature, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran

³ Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran

10.22080/iselt.2026.30701.1153

Abstract

This research aims to analyze the cognitive and affective perceptions of Artificial Intelligence (AI) technology-based language learning, particularly humanized pedagogy, among the Iranian English as a Foreign Language (EFL) learners. Based on the Community of Inquiry (CoI) model and Freirean beliefs of dialogue and empowerment, the study examines how students make their way back and forth between technological efficacy and emotional connection. A qualitative research design was applied, where semi-structured interviews and reflective narratives were used. The thematic analysis produced five broad themes, namely (1) AI as a source of psychological safety and emotional isolation; (2) teacher mediation as crucial for humanizing use of AI; (3) learner agency existing along a continuum mediated by critical literacy; (4) varied types of “safety ecologies” encapsulated in AI, peers, and teachers; and (5) complementary partnership between humans and AI. Results show that the AI supports cognitive engagement and self-regulation, but only when there are emotional presence and empathy, due to the teachers’ mediating role. The conclusion drawn from the study is that humanization of pedagogy is critical to maintain an equilibrium between automation and affect in order for AI to become a tool for empowerment rather than alienation in EFL landscapes.

Keywords

Main Subjects

Copyright © 2026 The Author(s). Published by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

References

Alizadehmahmoudalilo, H. (2025). Effect of AI-scaffolded learning-oriented assessment on EFL learners’ vocabulary learning. Research in English Language Education Journal, 4(1), 93-111. https://elt.cfu.ac.ir/article_4288.html

Amirjalili, F. (2024). Exploring the efficacy of ChatGPT in personalized language learning: An intervention study in Iranian ESL classrooms. Teaching English as a Second Language Quarterly, 43(3), 1-26. https://doi.org/10.22099/tesl.2024.49390.3260

Bonyadi, A., Kashef, S. H., & Tasouji Azari., M. (2025). The impact of emerging AI platforms on English language teaching and learning: A review of 2022–2025 literature. Journal of new advances in English Language Teaching and Applied Linguistics, 7(2), 26-43. https://doi.org/10.22034/Jeltal.2025.7.2.2

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.

Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2, 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Gholami, H., & Fatahi, A. (2024). The effect of artificial intelligence on Iranian EFL learners’ language production [Paper presentation]. First National Conference on Artificial Intelligence in Education and Learning, Tehran, Iran. https://civilica.com/doc/2305846

Guo, F., Lin, C., & Akhter, S. (2025). Autonomy and familiarity in AI-mediated collaboration: A self-determination theory perspective on motivational interdependence in EFL learners. Learning and Motivation, 92, 102219. https://doi.org/10.1016/j.lmot.2025.102219

Fazeli, H. O., & Attarzadeh, B. (2023). Problematizing Iranian university autonomy: a historical-institutional perspective. International Journal of Cultural Policy, 30(7), 877–898. https://doi.org/10.1080/10286632.2023.2273925

Freire, P. (1970). Pedagogy of the Oppressed. Seabury Press.

Hatch, E. & Lazaraton, A. (1991). The Research Manual: Design and Statistics for Applied Linguistics. Heinle & Heinle.

He, M., Abbasi, B. N., & He, J. (2025). AI-driven language learning in higher education: An empirical study on self-reflection, creativity, anxiety, and emotional resilience in EFL learners. Humanities and Social Sciences Communications, 12, 1525. https://doi.org/10.1057/s41599-025-05817-5

Heydarnejad, T. (2025a). Unmasking the impacts of self-evaluation in ai-supported writing instruction on EFL Learners’ emotion regulation, self-competence, motivation, and writing achievement. Computers and Education: Artificial Intelligence, 9, 100494. https://doi.org/10.1016/j.caeai.2025.100494

Heydarnejad, T. (2025b). Disclosing motivation and educational self-efficacy in AI-enhanced EFL learning via a lens into reflective thinking, academic mindfulness, and teacher support. Discover psychology 5, 145. https://doi.org/10.1007/s44202-025-00502-9

Heydarnejad, T., Lotfi Gaskaree, B., Zahedi Moghaddam, S., & Mavaddat Kakhki, A. (2024). Beauty in the minds of EFL learners: Mirroring the nexus between AI psychological flow, grit tendencies, mental health, and critical thinking in AI-assisted instruction. Applied Linguistics Inquiry, 2(2), 102-118. https://doi.org/10.22077/ali.2025.8870.1089

Huerta, T. M. (2011). Humanizing Pedagogy: Beliefs and practices on the teaching of Latino children. Bilingual Research Journal, 34(1), 38–57. https://doi.org/10.1080/15235882.2011.568826

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465

Li, M., & Wilson, J. (2025). AI-integrated scaffolding to enhance agency and creativity in K–12 English language learners: A systematic review. Information, 16(7), 519. https://doi.org/10.3390/info16070519

Li, X., Sulaiman, N. A., & Abdul Aziz, A. (2024). A systematic review of blended learning in higher education: Second language acquisition through the Community of Inquiry framework. International Journal of Learning, Teaching and Educational Research, 23(10), 226–251. https://doi.org/10.26803/ijlter.23.10.11

Lotfi Gaskaree, B., Heydarnejad, T., Zahedi Moghaddam, S., & Mavaddat Kakhki, A. (2025). Humanized EAP education in Iran: Exploring barriers to implementation. Iranian Journal of English for Academic Purposes, 14(4), 35–51

Ma, Y., & Chen, M. (2024). AI-empowered applications effects on EFL learners’ engagement in the classroom and academic procrastination. BMC Psychology, 12(1), 739. https://doi.org/10.1186/s40359-024-02248-w

Neysani, M., Nikbakht, A., & Jafari, A. (2024). Exploring Iranian EFL teachers' trust in AI-based education technology. Journal of New Advances in English Language Teaching and Applied Linguistics, 6(1), 38-65. https://doi.org/10.22034/Jeltal.2024.6.1.3

Oskarita, E., & Arasy, H. (2024). The role of digital tools in enhancing collaborative learning in secondary education. International Journal of Educational Research, 1(1), 26-32. https://doi.org/10.62951/ijer.v1i1.15

Parviz, M. (2024). The double-edged sword: AI integration in English language education from the perspectives of Iranian EFL instructors. Complutense Journal of English Studies, 32, 97261. https://doi.org/10.5209/cjes.97261

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. Sage.

Ramazani, A., Bijani, H., & Oroji, M. R. (2025). Comparative analysis of AI vs. human feedback effects on IELTS candidates' writing performance. Journal of Foreign Language Teaching and Translation Studies, 10(1), 17–40. https://doi.org/10.22034/efl.2025.493559.1334

Salazar, M. (2013). A humanizing pedagogy. Review of Research in Education, 37(1), 121–148. https://doi.org/10.3102/0091732x12464032

Sedghi, M., & Fazilatfar, A. M. (2025). The role of AI-driven materials in shaping EFL education: A comparative study across Iranian language institutes, public schools, and private schools. Applied Linguistics Inquiry, 3(1), 15-30. https://doi.org/10.22077/ali.2025.8775.1072

Shafiee Rad, H., & Roohani, A. (2025). AI Language Alchemists: unleashing task-based chatbots to enhance speaking proficiency, shape Attitudes, and foster a translanguaging space. Journal of Educational Computing Research, 63(7-8), 1659-1688. https://doi.org/10.1177/07356331251363281

Shi, W., & Shakibaei, G. (2025). Insights Into the effectiveness of artificial intelligence‐integrated speaking instruction in enhancing speaking skills and social–emotional competence as well as reducing demotivation and shyness. European Journal of Education, 60(3), 70174. https://doi.org/10.1111/ejed.70174

Tajik, A. (2025). AI-driven gamified and non-gamified platforms in EFL listening: Comparative effects of Duolingo and Replika on comprehension, engagement, and motivation [Preprint]. Research Square. https://doi.org/10.21203/rs.3.rs-7558517/v1

Tohidyan Far, S., Rezaei-Moghaddam, K., & Dallago, B. (2024). The governance models of universities: The case of Iran. International Journal of Business and Development Studies, 16(2), 49–69. https://doi.org/10.22111/ijbds.2024.49427.2136

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Wang, X., Pang, H., Wallace, M. P., Wang, Q., & Chen, W. (2022). Learners’ perceived AI presence in AI-supported language learning: A study of AI as a humanized agent from the community of inquiry. Computer Assisted Language Learning, 37(4), 814–840. https://doi.org/10.1080/09588221.2022.2056203

Wale, B. D., & Kassahun, Y. F. (2024). The Transformative power of AI writing technologies: Enhancing EFL writing instruction through the integrative use of writerly and Google Docs. Human Behavior and Emerging Technologies, 2024, 1–15. https://doi.org/10.1155/2024/9221377

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

Xiao, T., Yi, S., & Akhter, S. (2024). AI-supported online language learning: Learners’ self-esteem, cognitive-emotion regulation, academic enjoyment, and language success. International Review of Research in Open and Distributed Learning, 25(3). https://files.eric.ed.gov/fulltext/EJ1441371.pdf

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

Zahedi Moghaddam, S., Lotfi Gaskaree, B., & Fallah, N. (2025). Exploring the path to humanized L2 education in Iran: A qualitative study of determinants. Journal of Language Horizons, 9(1), 141–168. https://doi.org/10.22051/lghor.2025.47214.1931

Zhang, S., & Liu, X. (2025). Learner emotions in AI-assisted English as a second/foreign language learning: A systematic review of empirical studies. Frontiers in Psychology, 16, 1652806. https://doi.org/10.3389/fpsyg.2025.1652806