The socio-emotional dangers of using Artificial Intelligence (AI) technologies in second language (L2) education: Unveiling Chinese EFL teachers' perceptions and experiences
Xueyu Sun, Weiwei Dou, Yuan Yang
Abstract
The impacts of Artificial Intelligence (AI) tools on various aspects of second language (L2) education have been widely reported in the literature. However, the socio-emotional dangers of using AI technologies from the perspective of English as a foreign language (EFL) teachers have remained uncharted. To address the gap, this study adopted a qualitative design and drew on control value theory (CVT) and social constructivism to unveil the socio-emotional risks of AI-mediated L2 education. A sample of 33 Chinese EFL teachers participated in online semi-structured interviews. The results of thematic analysis showed six dangers in using AI. Specifically, 'social isolation and competition', 'bias and academic dishonesty', and 'reduced teacher-student interaction and rapport' were the common social dangers of using AI by L2 educators. Concerning emotional dangers, it was found that AI tools may lead to 'classroom anxiety and stress' and 'feeling of passiveness and lack of autonomy', and 'creativity and criticality reduction'. The findings are discussed, and theoretical and practical implications are listed for EFL teachers, students, and trainers, as well as AI tools' developers, to inform them of the socio-emotional consequences of using AI.