Empowering language learners with AI: Insights from positive psychology in an EFL context

The integration of artificial intelligence (AI) into language education has sparked significant interest, yet its impact on learners' language proficiency and affective experiences remains relatively underexplored. Within the theoretical framework of positive psychology, this study investigates the use of the Pi AI-powered platform in a semester-long English language course for upper-intermediate learners. Specifically, it examines the platform's effect on developing students' language proficiency, its influence on motivation, anxiety, enjoyment, and engagement, and students' overall evaluations of its advantages and disadvantages. The study focused on an intact class at a private language institute involving 16 upper-intermediate EFL students. Multiple bodies of data including students' exam scores, a focus group discussion, individual interviews, narratives, and instructor observation were collected. Analysis of the data indicates improvements in speaking and listening skills during the period of AI integration, reduced anxiety, and boosted motivation and engagement. However, students critiqued the lack of conversational complexity and diversity in accents. The findings suggest that AI may serve as a complementary tool to traditional instruction by offering personalized, low-stakes practice opportunities. Nonetheless, limitations such as over-reliance on AI and limited linguistic exposure highlight the need for balanced integration. Implications for pedagogy and future research directions are discussed.