Using AI in the Affective Teaching of English Language: A Desk-Research and Comparative Analysis of Best Practices and Challenges

Abstract

This article examines the role of Artificial Intelligence (AI) in the affective teaching of English as a foreign or second language (EFL/ESL). Drawing on qualitative desk research and comparative thematic analysis of international studies, policy documents, and institutional reports, the study explores how AI-based tools influence learners’ emotional engagement, motivation, self-confidence, anxiety, and psychological well-being in language learning contexts. The analysis highlights effective practices such as adaptive feedback, emotion-sensitive tutoring, personalized learning pathways, and AI-mediated communication, while also addressing key challenges, including emotional misinterpretation by AI systems, learner demotivation linked to automated feedback, ethical concerns, teacher identity tensions, and risks of learner over-dependence on technology. The article concludes by outlining pedagogical and policy implications for educators, institutional leaders, and policymakers seeking to integrate AI into affective language pedagogy in a balanced and ethically responsible manner.

The study is particularly relevant to the Georgian educational context, where institutions are increasingly exploring AI-supported teaching strategies to enhance the effectiveness and emotional sustainability of English language education.