AI ADOPTION IN EFL LEARNING:

Abstract

Artificial intelligence has been gradually integrated into foreign language learning settings, mainly with the use of generative AI tools like ChatGPT, automated feedback systems, and language learning applications. While these technologies offer new pedagogical opportunities, their influence on learners' emotional experiences, particularly foreign language anxiety, has not been adequately examined in the Tunisian context. This study examines the effect of artificial intelligence on foreign language anxiety of Tunisian EFL learners who study technical majors. In particular, it discusses the opportunities and challenges of AI-assisted language learning. The current study was conducted on 60 Tunisian students enrolled in technical majors . The questionnaire was developed based on the Technology Acceptance Model (TAM) extended with the trust and anxiety constructs to investigate learners' perception, attitude, and experiences with ChatGPT in English language learning. The study aims to find out if AI-based interaction helps to reduce anxiety by providing personalized feedback, flexible learning environments, and a safe space for communication, or if it generates more stress by creating dependence on technology, reducing human interaction, and facing challenges of precision and academic integrity. The expected findings indicate that artificial intelligence may have a positive impact on learners' confidence and participation by reducing the fear of negative evaluation and promoting autonomous learning. But it also anticipates a number of pedagogical and ethical problems associated with over-dependence on AI technologies. The study contributes to the ongoing debates on the role of AI in language learning by emphasizing the affective aspect of technology integration and highlighting the importance of responsible and balanced AI implementation in the Tunisian EFL educational context.