Reviewing the Influence of AI-related Technologies on the Intrinsic Motivation of Students to Learn English as a Second Language

The University of Sydney, Sydney, UNSW 2006, Australia

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Abstract

In the age when AI is prevalent in the world, teachers will use AI tools more frequently to teach students in educational contexts. With the assistance of AI, students tend to show more interest in learning English. This paper is to review the influences of AI-related technologies on the intrinsic motivation of students to learn English as a second language, drawing upon two perspectives, including the positive influences and negative ones. In terms of the benefits of AI technologies on student intrinsic motivation in learning English, it can be concluded from the reviewed research papers that AI can foster student engagement and teacher-student interactions, enhance personalized learning and student autonomy, as well as reduce learner anxiety. From the negative side, this paper also finds from the articles that AI could also cause over-reliance on technology as well as a lack of human connection, which may hinder student motivation in learning English. Lastly, this paper points out the future research directions, including the situations where students lack intrinsic motivations to learn English when using AI tools, as well as how to solve the adverse effects caused by AI tools.