Learner Motivation and Engagement in Generative AI-Assisted Second Language Acquisition: A Narrative Review

Yu Xing

doi:10.54097/vj288d75

Authors

Yu Xing

DOI:

https://doi.org/10.54097/vj288d75

Keywords:

Artificial Intelligence, Motivation, Engagement, Second Language Acquisition

Abstract

This narrative review explores the impact of generative AI on second language acquisition, focusing on learner motivation and engagement, addressing gaps in existing literature by examining both adaptive and maladaptive aspects of motivation and engagement in AI-mediated environments. It investigates how AI tools influence these dimensions across various educational contexts, particularly in comprehensive skills. The review also explores the tensions between adaptive and maladaptive motivation and engagement, highlighting the role of learning strategies in shaping these dynamics. Practical recommendations for educators and future research directions are provided, emphasizing the need for a balanced approach that leverages AI’s strengths while mitigating its limitations. The findings suggest that optimizing AI integration in language education requires careful consideration of task design, learner support, teacher intervention, and evaluation systems to foster adaptive engagement and mitigate maladaptive tendencies, ultimately enhancing the language learning experience and promoting learning skills.

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