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Heydarnejad, Tahereh, Zahedi Moghaddam, Sajjad, Mavaddat Kakhki, Ali, Mirzadeh Rahni, Saeedeh. (1405). Untangling the Cognitive and Emotional State of EFL Learners in AI-Integrated Language Instruction: A Humanized Pedagogy Perspective. پژوهشنامه مدیریت اجرایی, (), -. doi: 10.22080/iselt.2026.30701.1153
Tahereh Heydarnejad; Sajjad Zahedi Moghaddam; Ali Mavaddat Kakhki; Saeedeh Mirzadeh Rahni. "Untangling the Cognitive and Emotional State of EFL Learners in AI-Integrated Language Instruction: A Humanized Pedagogy Perspective". پژوهشنامه مدیریت اجرایی, , , 1405, -. doi: 10.22080/iselt.2026.30701.1153
Heydarnejad, Tahereh, Zahedi Moghaddam, Sajjad, Mavaddat Kakhki, Ali, Mirzadeh Rahni, Saeedeh. (1405). 'Untangling the Cognitive and Emotional State of EFL Learners in AI-Integrated Language Instruction: A Humanized Pedagogy Perspective', پژوهشنامه مدیریت اجرایی, (), pp. -. doi: 10.22080/iselt.2026.30701.1153
Heydarnejad, Tahereh, Zahedi Moghaddam, Sajjad, Mavaddat Kakhki, Ali, Mirzadeh Rahni, Saeedeh. Untangling the Cognitive and Emotional State of EFL Learners in AI-Integrated Language Instruction: A Humanized Pedagogy Perspective. پژوهشنامه مدیریت اجرایی, 1405; (): -. doi: 10.22080/iselt.2026.30701.1153

Untangling the Cognitive and Emotional State of EFL Learners in AI-Integrated Language Instruction: A Humanized Pedagogy Perspective

Interdisciplinary Studies in English Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 اردیبهشت 1405
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22080/iselt.2026.30701.1153
نویسندگان
Tahereh Heydarnejad* 1؛ Sajjad Zahedi Moghaddam2؛ Ali Mavaddat Kakhki3؛ Saeedeh Mirzadeh Rahni2
1Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran
2Department of English Language and Literature, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran
3Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
تاریخ دریافت: 14 آذر 1404،  تاریخ بازنگری: 09 اسفند 1404،  تاریخ پذیرش: 11 اردیبهشت 1405 
چکیده
This research aims to analyze the cognitive and affective perceptions of Artificial Intelligence (AI) technology-based language learning, particularly humanized pedagogy, among the Iranian English as a Foreign Language (EFL) learners. Based on the Community of Inquiry (CoI) model and Freirean beliefs of dialogue and empowerment, the study examines how students make their way back and forth between technological efficacy and emotional connection. A qualitative research design was applied, where semi-structured interviews and reflective narratives were used. The thematic analysis produced five broad themes, namely (1) AI as a source of psychological safety and emotional isolation; (2) teacher mediation as crucial for humanizing use of AI; (3) learner agency existing along a continuum mediated by critical literacy; (4) varied types of “safety ecologies” encapsulated in AI, peers, and teachers; and (5) complementary partnership between humans and AI. Results show that the AI supports cognitive engagement and self-regulation, but only when there are emotional presence and empathy, due to the teachers’ mediating role. The conclusion drawn from the study is that humanization of pedagogy is critical to maintain an equilibrium between automation and affect in order for AI to become a tool for empowerment rather than alienation in EFL landscapes.
کلیدواژه‌ها
Humanized Pedagogy؛ AI-Integrated Language Learning؛ Cognitive Engagement؛ Emotional State؛ EFL Learners
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تعداد مشاهده مقاله: 37


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