A Systematic Synthesis of How Generative Artificial Intelligence Influences Foreign Language Anxiety and Motivation in Adult EFL Learners

Generative artificial intelligence (GenAI) has rapidly become part of language education, yet its influence on learners' emotional experiences remains insufficiently understood. This systematic review examines how GenAI affects foreign language anxiety (FLA) and second language (L۲) motivation among adult learners of English as a Foreign Language (EFL). Following the PRISMA ۲۰۲۰ guidelines, studies published between ۲۰۱۹ and ۲۰۲۶ were identified through searches of Scopus, Web of Science, and Google Scholar. After quality appraisal using the Mixed Methods Appraisal Tool (MMAT), ۲۰ empirical studies were included in a thematic synthesis informed by established psychological and educational theories. The findings indicate that recent evidence consistently associates GenAI with lower levels of foreign language anxiety, particularly in speaking, writing, and pronunciation, although one earlier study reported no significant effect. The review also shows that GenAI generally strengthens learners' motivation by supporting self-efficacy, self-regulated learning, engagement, and intrinsic motivation. These positive outcomes appear to be linked to psychologically safe learning environments, immediate personalized feedback, greater social presence through human-like interaction, and reduced fear of negative evaluation. Nevertheless, concerns remain regarding excessive reliance on AI, the potential weakening of critical thinking, ethical issues, and the limited availability of longitudinal research. Overall, the evidence suggests that GenAI can make a valuable contribution to adult EFL learning when it is integrated through sound pedagogy, appropriate human guidance, and responsible educational practice.

کلیدواژه ها:

Generative Artificial Intelligence ، Foreign Language Anxiety ، L۲ Motivation ، Self-Efficacy ، Social Presence ، Self-Determination Theory