Chinese EFL students' perceptions about the role of artificial intelligence (AI) technologies in their second language (L2) self-concept

The applications of Artificial Intelligence (AI) technologies to second or foreign language (L2) education have recently been the focus of several studies in the literature. However, the impact of AI tools on students' psychological-affective states has remained under-explored in many contexts. To address this gap, the present qualitative study intended to examine the role of AI technologies in Chinese English as a foreign language (EFL) students' self-concept. To this end, 62 students were interviewed online. The results of thematic analysis showed four major areas, where AI tools could contribute to EFL students' self-concept through ‘removing negative academic emotions’, ‘developing students’ skills, competency, and knowledge’, increasing learning efficacy’, and ‘fostering autonomous and self-optimized learning’. The findings are separately discussed and practical implications are provided for EFL students and practitioners considering the role of AI technologies in L2 learning and learners' psycho-emotional states.