Investigating the Role of Generative Artificial Intelligence in Enhancing English Language Learning Motivation among Secondary School Students

Generative Artificial Intelligence (GenAI) has introduced a new generation of digital learning environments in which students can interact with intelligent systems through natural language, receive immediate feedback, generate learning materials, simulate authentic communicative situations, and obtain individualized explanations. These capabilities are particularly relevant to English language learning, where sustained motivation, frequent practice, confidence, meaningful interaction, and access to timely feedback are central to successful learning. The present library-based and integrative review investigates the role of GenAI in enhancing English language learning motivation among secondary school students. Rather than presenting primary or questionnaire-based findings, the study synthesizes theoretical perspectives and recent empirical evidence concerning artificial intelligence, language-learning motivation, personalized learning, learner autonomy, engagement, perceived competence, enjoyment, and technology-supported language practice. The analysis indicates that GenAI can potentially strengthen motivation by increasing learners’ perceived autonomy, reducing barriers to participation, providing immediate and individualized feedback, facilitating repeated low-stakes practice, and creating more interactive and personally relevant learning experiences. At the same time, motivational benefits are not automatic consequences of introducing AI. Excessive dependence on generated answers, inaccurate feedback, reduced cognitive effort, academic dishonesty, privacy concerns, technological inequality, and diminished human interaction may weaken rather than strengthen students’ long-term engagement. Evidence concerning secondary education remains considerably more limited than evidence from higher education, which makes cautious interpretation necessary. The literature therefore suggests that the motivational value of GenAI depends less on the mere availability of the technology than on the pedagogical design surrounding its use. Teacher guidance, structured prompts, reflective tasks, verification practices, collaborative activities, and opportunities for students to retain ownership of their learning are essential conditions. The study concludes that GenAI should be conceptualized not as a replacement for the English teacher or conventional language-learning processes, but as a pedagogically mediated environment capable of expanding opportunities for meaningful practice and supporting motivational needs when appropriately integrated into secondary English language education.