Bridging language teachers’ AI literacy and AI-induced emotions: A systematic review and a framework for future research

Abstract

The integration of artificial intelligence (AI) into language education is transforming pedagogical practices. This transformation is influenced by two distinct yet interconnected domains: the cognitive domain, encompassing AI literacy, and the affective domain, involving AI-induced emotions. However, the dynamic interplay between cognition and emotion in this context is a critical yet underexplored area of research. This study presents a systematic review, compliant with PRISMA guidelines, synthesizing findings from the Web of Science, Scopus, and ProQuest databases. The review delineates the specific characteristics of AI literacy and catalogues the range of emotions arising from AI use. To bridge the identified theoretical gap, we introduce a conceptual framework based on Appraisal Theory, which provides a mechanism to link cognitive evaluations of AI with emotional responses. This leads to the proposal of a holistic strategy that addresses not only the literacy required for effective AI tool usage but also the emotional support necessary to mitigate the challenges and stresses of technological integration.