Volume 30 Number 2, Special Issue: Emotional CALL The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)

The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)

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May 29, 2026, 11:04 p.m.
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access-status:
open.access
bitstream:
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bitstream_txt:
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collection:
Volume 30 Number 2, Special Issue: Emotional CALL
contributor.author:
Qin, Lili Derakhshan, Ali
contributor.editor:
Kruk, Mariusz Pawlak, Mirosław
date.accessioned:
2026-05-29T23:03:57Z
date.available:
2026-05-29T23:03:57Z
date.issued:
2026-06-01
description.abstract:
The integration of artificial intelligence (AI) in L2 classrooms has garnered remarkable attention due to its potential to enhance students’ language achievements. While existing research has highlighted the implications of incorporating AI into L2 classrooms, there remains a gap in understanding how this incorporation may affect students’ achievement emotions and flow experiences. To narrow this gap, this intervention study sought to assess the influence of AI-enhanced instruction on L2 students’ positive achievement emotions: pride, hope, enjoyment, and their flow experiences. Furthermore, with the aid of latent growth curve modeling (LGCM), the study tried to track the developmental trajectory of L2 students’ positive achievement emotions and flow experiences over the course of a semester. To these aims, a large sample of 217 L2 students was recruited and randomly divided into the control or experimental groups. To measure participants’ flow and positive achievement emotions, two questionnaires were administered to them at distinct intervals throughout the intervention. The results evinced a notable enhancement in both the flow experience and positive achievement emotions of participants who were exposed to AI-enhanced instruction. This research underscores the critical role of AI-enhanced instruction in fostering students’ positive achievement emotions and flow experiences within L2 classrooms.
endingpage:
179
format.extent:
23 pages
identifier.citation:
Qin, L., & Derakhshan, A. (2026). The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM). Language Learning & Technology, 30(2), 157–179. https://doi.org/10.64152/10125/73685
identifier.doi:
https://doi.org/10.64152/10125/73685
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73685
number:
2
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73685/
startingpage:
157
subject:
achievement emotions AI-enhanced classrooms enjoyment flow latent growth curve modeling
title:
The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)
type:
Article
volume:
30