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Article published In: Interaction Studies
Vol. 26:1 (2025) ► pp.73–101

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Comparative study of English learning emotions

AI tutoring vs. traditional classroom

ORCiD logo with link | Shiraz University
ORCiD logo with link | Shiraz University
Published online: 9 January 2026
DOI logo with link
https://doi.org/10.1075/is.24064.alb
Abstract
The rapid advancement of artificial intelligence (AI) has had a significant impact on various fields, including education. This study investigates the emotional effects of learning English as a second language using AI tutoring tools in comparison to traditional classroom methods. The research focused on students from Shiraz University and used the Achievement Emotions Questionnaire to measure eight distinct emotions: enjoyment, hope, pride, anger, anxiety, shame, hopelessness, and boredom. The study discovered that students using the Praktika AI-based app reported notably lower levels of negative emotions (anger, anxiety, shame, and hopelessness) and higher improvement of hope and enjoyment compared to those in traditional classroom settings. The personalised feedback and interactive nature of AI tools contributed to these emotional benefits, suggesting that AI can effectively support second language acquisition by creating a more emotionally supportive learning environment. The implications for educators and policymakers are significant, indicating the potential for AI tools to enhance student motivation and emotional well-being, resulting in improved learning outcomes. Despite the promising results, the study acknowledges limitations such as a small sample size and the focus on short-term emotional impacts. Future research should investigate long-term effects, include diverse populations, and use comprehensive metrics to fully understand the role of AI in language learning.
Article outline
  • 1.Introduction
  • 2.Emotions related to learning English
  • 3.AI-Integrated tools’ role in enhancing academic achievement emotions
  • 4.Methodology
    • 4.1Research context
    • 4.2Participants
    • 4.3Data collection instruments
      • 4.3.1Oxford Online Placement Test (OOPT)
      • 4.3.2Achievement Emotions Questionnaire (AEQ)
    • 4.4Intervention (Praktika App)
    • 4.5Procedures
    • 4.6Data analysis
  • 5.Results
    • 5.1RQ1: Is there a significant difference in the emotions related to learning between the group learning English with AI and the group learning through traditional methods?
    • 5.2RQ2: Is there any significant difference between emotions related to learning, before, during and after learning English with AI?
    • 5.3Is there a significant difference between the emotions related to learning, before, during and after learning English in traditional classrooms?
  • 6.Discussion
  • 7.Conclusion
  • AI usage acknowledgement
  • Note
  • References
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