Demystifying the Nexus Between Social Support, Teacher Support and Psychological Needs Fulfilment With Peace of Mind, Achievement Emotions and Situational Motivation in Artificial Intelligence-Integrated Language Learning

Abstract

This study examined how social support, teacher support and the fulfilment of psychological needs impact the peace of mind, achievement-related emotions and situational motivation of English as a foreign language (EFL) learners in artificial intelligence (AI)-integrated language learning settings in Iran. Participants were 265 Iranian EFL learners, comprising 151 females and 114 males, all aged between 14 and 15 years, chosen through purposive sampling from private language schools. Validated questionnaires were adopted to collect data, which were then analysed using structural equation modelling with AMOS software to investigate the relationships among the variables. The analysis employed confirmatory factor analysis to validate the reliability and strength of the measurement models. The findings revealed that social support had a significant impact on learners' peace of mind, achievement emotions and situational motivation. Teacher support also substantially influenced these outcomes, emphasising the essential role of instructor involvement in shaping AI-integrated learning experiences. Moreover, psychological needs satisfaction proved to be a crucial element, greatly improving learners' peace of mind, encouraging positive achievement emotions and enhancing situational motivation. The study offers practical implications for stakeholders, highlighting the importance of designing AI-integrated learning environments that prioritise holistic learner well-being. It underscores the necessity of fostering supportive social interactions, ensuring active teacher engagement and addressing psychological needs satisfaction. By integrating these elements, more effective and emotionally supportive learning experiences can be cultivated, promoting both academic success and personal growth for EFL learners.