Review article    |    Open Access
Innovational Research in ELT 2025, Vol. 6(2) 1-16

A Conceptual Framework for Integrating Artificial Intelligence into Positive Language Teaching: An Agenda for Research and Practice

Selami Aydın

pp. 1 - 16

Publish Date: December 24, 2025  |   Single/Total View: 4/6   |   Single/Total Download: 8/8


Abstract

This paper proposes a conceptual framework for integrating Artificial Intelligence (AI) into the Positive Language Teaching Approach (PLTA) to address persistent challenges in foreign language education while enhancing linguistic development and learner well-being. While the PLTA, grounded in positive psychology, emphasizes positive emotions, engagement, supportive relationships, meaning, accomplishment, holistic integration, and cultural sensitivity, AI provides powerful affordances such as adaptive feedback, intelligent tutoring, affective computing, immersive environments, and predictive analytics. By aligning these elements, the framework illustrates how AI can reinforce the core principles of the PLTA and create learner-centered environments that are technologically advanced, emotionally supportive, socially connected, and culturally responsive. The paper first outlines the theoretical foundations of the PLTA and AI, then introduces a conceptual model that demonstrates the systematic integration of AI tools with the PLTA principles. Pedagogical considerations are discussed to ensure that AI remains a supportive resource rather than a replacement for teachers, whereas Ethical concerns such as data privacy, transparency, algorithmic bias, accountability, and equitable access are also addressed. The paper ends with some practical recommendations for learners, teachers, institutions, and policymakers, with an emphasis on teacher training. Finally, it provides directions for future research, calling for interdisciplinary collaboration to validate and refine AI-supported PLTA practices. Overall, the study positions AI-enhanced PLTA as a transformative approach for reconceptualizing foreign language teaching and learning.

Keywords: Foreign language teaching and learning; positive psychology; artificial intelligence; the Positive Language Teaching Approach


How to Cite this Article?

APA 7th edition
Aydin, S. (2025). A Conceptual Framework for Integrating Artificial Intelligence into Positive Language Teaching: An Agenda for Research and Practice. Innovational Research in ELT, 6(2), 1-16.

Harvard
Aydin, S. (2025). A Conceptual Framework for Integrating Artificial Intelligence into Positive Language Teaching: An Agenda for Research and Practice. Innovational Research in ELT, 6(2), pp. 1-16.

Chicago 16th edition
Aydin, Selami (2025). "A Conceptual Framework for Integrating Artificial Intelligence into Positive Language Teaching: An Agenda for Research and Practice". Innovational Research in ELT 6 (2):1-16.

References

    Adams, P. (2006). Exploring social constructivism: theories and practicalities. Education 3-13, 34(3), 243–257. https://doi.org/10.1080/03004270600898893

    Akavova, A., Temirkhanova, Z., & Lorsanova, Z. (2023). Adaptive learning and artificial intelligence in the educational space. E3S Web of Conferences, 451, 1–4. https://doi.org/10.1051/e3sconf/202345106011

    Akkaş, F., Tekin, I., & Aydin, S. (2022). A correlational study on enjoyment and anxiety in a foreign language learning context. International LET-IN 2022 Conference, 306–314.

    Alenezi, A. (2023). Teacher perspectives on AI-driven gamification: Impact on student motivation, engagement, and learning outcomes. Information Technologies and Learning Tools, 97(5), 138–148. https://doi.org/10.33407/itlt.v97i5.5437

    Altınay, G., & Aydın, S. (2025). Automated feedback effect on foreign language writing motivation and anxiety. In AI’s Role in Language Learning and Communication (pp. 27–64). IGI Global Publishing. https://doi.org/10.4018/979-8-3373-5681-5.ch002

    Andriani, A. (2025). The future of digital content: AI-generated texts, images, videos, and real-time production. In U. U. Z. Hussain, A. Khan (Ed.), Impacts of AI-generated content on brand reputation (pp. 143–170). IGI Global Publishing. https://doi.org/10.4018/979-8-3373-4327-3.ch006

    Aravind, A., Durairaj, M., Chitkara, P., El-Ebiary, Y., Muniyandy, E., Ushasree, L., & Ammar, M. (2025). Adaptive AI-based personalized learning for accelerated vocabulary and syntax mastery in young English learners. International Journal of Advanced Computer Science and Applications, 16(4). https://doi.org/10.14569/IJACSA.2025.0160467

    Aydın, S. (2008). An investigation on the language anxiety and fear of negative evaluation among Turkish EFL learners. Asian EFL Journal, 30(1), 421–444.

    Aydın, S. (2020). Affective states and learning outcomes in EFL education. In S. Celik (Ed.), Preparing teachers for a changing world: Contemporary issues in EFL education (pp. 153–164). Vizetek.

    Aydın, S. (2024). Positive psychology and language learning. 3rd International Conference on Psychology for Language Teachers and Learners. https://doi.org/10.13140/RG.2.2.20740.33926

    Aydın, S. (2025a). The Positive Language Teaching Approach. Humanising Language Teaching, 27(3), 1–18.

    Aydın, S. (2025b). Using AI in foreign language teaching. Paper Presented at GLOTECH 2025: Redefining Language Learning and Translation in the Digital Age.

    Aydın, S., & Denkci Akkaş, F. (2023). Foreign language enjoyment among Turkish EFL learners. Innovational Research in ELT, 4(1), 1–13. https://doi.org/10.29329/irelt.2023.558.1

    Aydın, S., & Tekin, I. (2023). Positive psychology and language learning: A systematic scoping review. Review of Education, 11(3), 1–27. https://doi.org/10.1002/rev3.3420

    Aydın, S., & Zeinolabedini, M. (2024). Integrating artificial intelligence into foreign language learning: Learners’ perspectives. 11th EJER Congress.

    Ballıdağ, M., & Aydın, S. (2025). A comparison of the effects of AI‐based chatbots and peer interactions on speaking anxiety among EFL learners. Future in Educational Research. https://doi.org/10.1002/fer3.70005

    Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L

    Bi, N. (2025). Inclusive and equitable education with AI: Addressing the needs of diverse learners through AI solutions, ensuring quality and accessibility. International Journal of Humanities and Social Science Invention, 14(4), 69–74. https://doi.org/10.35629/7722-14046974

    Bialystok, E., Craik, F., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240–250.

    Burgues, M., Goujet, R., & Zaraik, J. (2024). Learning soft skills with an AI-based simulation role play: A review of literature review. 16th International Conference on Education and New Learning Technologies, 6285–6293. https://doi.org/10.21125/edulearn.2024.1484

    Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. The Modern Language Journal, 97(2), 435–456. https://doi.org/10.1111/j.1540-4781.2013.12004.x

    Chen, X., Zhou, Z., & Cai, Z. (2025). The relationship between resilience and second language learning achievement: A meta-analytic review. System, 131, 103640. https://doi.org/10.1016/j.system.2025.103640

    Chen, X., Zou, D., Cheng, G., & Xie, H. (2021). Artificial intelligence-assisted personalized language learning: systematic review and co-citation analysis. 2021 International Conference on Advanced Learning Technologies, 241–245. https://doi.org/10.1109/ICALT52272.2021.00079

    Chergui, M., Nagano, A., & Ammoumou, A. (2024). Toward an adaptive learning system by managing pedagogical knowledge in a smart way. Multimedia Tools and Applications, 84(24), 27777–27793. https://doi.org/10.1007/s11042-024-20207-w

    Choustoulakis, E., Athanasopoulou, P., Pollalis, Y., & Nikoloudakis, D. (2025). Integrating artificial intelligence with gamification techniques to enhance student motivation and engagement. In B. A. Kavoura, V. Briciu, A (Ed.), Strategic Innovative Marketing and Tourism (pp. 533–541). https://doi.org/10.1007/978-3-031-81962-9_58

    Clément, R., Dörnyei, Z., & Noels, K. (1994). Motivation, self‐confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417–448. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x

    Csikszentmihalyi, M. (2020). Finding flow: The psychology of engagement with everyday life. Hachette UK.

    Dang, H. (2006). Learner-centeredness and EFL instruction in Vietnam: A case study. International Education Journal, 7(4), 598–610.

    Davis, F., & Granić, A. (2024). The Technology Acceptance Model. Springer International Publishing. https://doi.org/10.1007/978-3-030-45274-2

    Dewaele, J., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697. https://doi.org/10.1177/1362168817692161

    Ellis, R. (1999). Learning a second language through interaction. John Benjamins Publishing.

    Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747

    Er-Rafyg, A., Zankadi, H., & Idrissi, A. (2024). AI in adaptive learning: Challenges and opportunities. In A. Idrissi (Ed.), Modern Artificial Intelligence and Data Science (pp. 329–342). Springer. https://doi.org/10.1007/978-3-031-65038-3_26

    Ercan, G. E., & Aydın, S. (2022). Flipped learning in the English as a foreign language learning context: A theoretical framework. In The new normal of online language education (pp. 161–180). Eğiten.

    Falout, J. (2012). Coping with demotivation: EFL learners’ remotivation processes. TESL-EJ, 16(3), 1–29.

    Fredrickson, B. (2004). The broaden–and–build theory of positive emotions. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 359(1449), 1367–1377. https://doi.org/10.1098/rstb.2004.1512

    Fürst, G., & Grin, F. (2018). Multilingualism and creativity: A multivariate approach. Journal of Multilingual and Multicultural Development, 39(4), 341–355. https://doi.org/10.1080/01434632.2017.1389948

    Halici Page, M., & Mede, E. (2018). Comparing task-based instruction and traditional instruction on task engagement and vocabulary development in secondary language education. The Journal of Educational Research, 111(3), 371–381. https://doi.org/10.1080/00220671.2017.1391163

    Hockly, N. (2018). Blended learning. ELT Journal, 72(1), 97–101. https://doi.org/10.1093/elt/ccx058

    Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317

    Islam, A., Ali, R., Singh, G., Islam, B., Islam, A., & Hossain, S. (2024). An evaluation of AI-enhanced collaborative learning platforms. International Conference on Communication, Computer Sciences and Engineering, 207–211. https://doi.org/10.1109/IC3SE62002.2024.10593320

    Ismail, S., & Alharkan, A. (2024). EFL learners’ positive emotions in the era of technology: Unpacking the effects of artificial intelligence on learning enjoyment, self-efficacy, and resilience. Computer-Assisted Language Learning Electronic Journal, 25(4), 526–551.

    Jang, H. (2008). Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100(4), 798–811. https://doi.org/10.1037/a0012841

    Katsarou, E., Wild, F., Sougari, A., & Chatzipanagiotou, P. (2023). A systematic review of voice-based intelligent virtual agents in EFL education. International Journal of Emerging Technologies in Learning (IJET), 18(10), 65–85. https://doi.org/10.3991/ijet.v18i10.37723

    Ketebayeva, E., Kassymova, G., Ponniah, K., & Makhmut, A. (2024). Impact of online language learning on psychological well-being. Materials of International Scientific-Practical Internet Conference: Challenges of Science, 11–19. https://doi.org/10.31643/2024.02

    Kleser, W. (1971). The “Audio-Lingual” Method. The Canadian Modern Language Review, 28(1), 17–25. https://doi.org/10.3138/cmlr.28.1.17

    Kolchenko, V. (2018). Can modern AI replace teachers? Not so fast! Artificial intelligence and adaptive learning: Personalized education in the AI age. HAPS Educator, 22(3), 249–252. https://doi.org/10.21692/haps.2018.032

    Korteling, J., van de Boer-Visschedijk, G., Blankendaal, R., Boonekamp, R., & Eikelboom, A. (2021). Human- versus artificial intelligence. Frontiers in Artificial Intelligence, 4. https://doi.org/10.3389/frai.2021.622364

    Kroll, J., & Dussias, P. (2017). The benefits of multilingualism to the personal and professional development of residents of the US. Foreign Language Annals, 50(2), 248–259. https://doi.org/10.1111/flan.12271

    Kushlev, K., Proulx, J., & Dunn, E. (2017). Digitally connected, socially disconnected: The effects of relying on technology rather than other people. Computers in Human Behavior, 76, 68–74. https://doi.org/10.1016/j.chb.2017.07.001

    Laakkonen, I., & Taalas, P. (2015). Towards new cultures of learning: Personal learning environments as a developmental perspective for improving higher education language courses. Language Learning in Higher Education, 5(1), 223–241. https://doi.org/10.1515/cercles-2015-0011

    Larsen-Freeman, D. (2020). Techniques and principles in language teaching. Oxford University Press.

    Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives? Thinking Skills and Creativity, 22, 273–288. https://doi.org/10.1016/j.tsc.2016.09.008

    MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4

    Magnisalis, I., Demetriadis, S., & Karakostas, A. (2011). Adaptive and intelligent systems for collaborative learning support: A review of the field. IEEE Transactions on Learning Technologies, 4(1), 5–20. https://doi.org/10.1109/TLT.2011.2

    Meng, X., Yang, B., Yang, L., Zhang, J., & Liu, Y. (2025). A novel AI-empowered, student-centered teaching strategy for large classes in higher education. International Journal of Science and Mathematics Education, 1–29. https://doi.org/10.1007/s10763-025-10573-8

    Mercer, S. (2016). Seeing the world through your eyes: Empathy in language learning and teaching. In Positive Psychology in SLA (pp. 91–111). Multilingual Matters. https://doi.org/10.21832/9781783095360-004

    Meyers, M. (1993). Teaching to diversity: Teaching and learning in the multi-ethnic classroom. Addison-Wesley Publishing Company.

    Moeller, A., & Abbott, M. (2018). Creating a new normal: Language education for all. Foreign Language Annals, 51(1), 12–23. https://doi.org/10.1111/flan.12310

    Muli, M. (2024). Legal and ethical implications of data privacy in artificial intelligence: A review of data privacy among learners in Kenyan secondary schools. Journal of the Kenya National Commission for UNESCO, 5(1), 1–10. https://doi.org/10.62049/jkncu.v5i1.170

    Murphy, L. (2023). ‘Designing’ ethics into AI: Ensuring equality, equity, and accessibility. In AI in Clinical Medicine: A Practical Guide for Healthcare Professionals (pp. 437–447). Wiley. https://doi.org/10.1002/9781119790686.ch40

    Nisha, P. (2024). Comparing Grammar Translation Method and Communicative Language Teaching in EFL context: A qualitative literature review. FOSTER: Journal of English Language Teaching, 5(1), 40–48. https://doi.org/10.24256/foster-jelt.v5i1.159

    Ortega, L. (2014). Understanding second language acquisition. Routledge. https://doi.org/10.4324/9780203777282

    Osterman, K. F. (2023). Teacher practice and students’ sense of belonging. In K. Lovat, T., Toomey, R., Clement, N., Dally (Ed.), Second International Research Handbook on Values Education and Student Well-being (pp. 971–993). Springer. https://doi.org/10.1007/978-3-031-24420-9_54

    Oxford, R. (2016). Toward a psychology of well-being for language learners: The ‘EMPATHICS’ Vision. In Positive Psychology in SLA (pp. 10–88). Multilingual Matters. https://doi.org/10.21832/9781783095360-003

    Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive Load Theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22(2), 115–121. https://doi.org/10.1007/s10648-010-9133-8

    Park, K. (2022). The power of collaboration: Learning language and culture by teaching. INTESOL Journal, 19(1), 15–42. https://doi.org/10.18060/26503

    Petrović, J., & Jovanović, M. (2021). The role of chatbots in foreign language learning: The present situation and the future outlook. In E. Pap (Ed.), Artificial Intelligence: Theory and Applications (pp. 313–330). https://doi.org/10.1007/978-3-030-72711-6_17

    Piaget, J., & Inhelder, B. (2015). Memory and intelligence (Psychology revivals). Psychology Press. https://doi.org/10.4324/9781315719207

    Popenici, S., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 1–13. https://doi.org/10.1186/s41039-017-0062-8

    Richards, J., & Rodgers, T. (2014). Approaches and methods in language teaching. Cambridge University Press.

    Romero, M., Buzón-García, O., & Touron, J. (2019). The flipped learning model in online based education for secondary teachers. Journal of Technology and Science Education, 9(2), 109. https://doi.org/10.3926/jotse.435

    Rosso, B., Dekas, K., & Wrzesniewski, A. (2010). On the meaning of work: A theoretical integration and review. Research in Organizational Behavior, 30, 91–127. https://doi.org/10.1016/j.riob.2010.09.001

    Sarker, I. (2022). AI-based modeling: Techniques, applications and research issues towards automation, intelligent and smart systems. SN Computer Science, 3(2), 1–20. https://doi.org/10.1007/s42979-022-01043-x

    Sayici, S., & Aydın, S. (2025). Using artificial intelligence in foreign language teaching: Teachers’ perspectives. Proceedings of The World Conference on Education and Teaching, 4(1), 1–10. https://doi.org/10.33422/etconf.v4i1.1016

    Searson, M., Langran, E., & J., T. (2024). Exploring new horizons: Generative artificial intelligence and teacher education. Association for the Advancement of Computing in Education (AACE).

    Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466

    Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5

    Shadiev, R., Sun, A., & Huang, Y. (2019). A study of the facilitation of cross‐cultural understanding and intercultural sensitivity using speech‐enabled language translation technology. British Journal of Educational Technology, 50(3), 1415–1433. https://doi.org/10.1111/bjet.12648

    Sharma, N. (2025). Role of artificial intelligence in intercultural dialogue and language: Ethical frame works for sustainability andequity. Proceedings of the Innovative Multidisciplinary Approaches to Global Challenges: Sustainability, Equity, and Ethics in an Interconnected World, 215–223. https://doi.org/10.2991/978-2-38476-416-7_10

    Shuford, J. (2024). Examining ethical aspects of AI: Addressing bias and equity in the discipline. Journal of Artificial Intelligence General Science, 3(1), 262–280. https://doi.org/10.60087/jaigs.v3i1.119

    Siemens, G. (2005). Connectivism: Learning as network-creation. ASTD Learning News, 10(1), 1–28.

    Smith, H. (2021). Clinical AI: Opacity, accountability, responsibility and liability. AI and Society, 36(2), 535–545. https://doi.org/10.1007/s00146-020-01019-6

    Soral Karayer, M. (2024). Exploring English language teachers’ views on the use of artificial intelligence tools for promoting well-being. Necmettin Erbakan University.

    Susnjak, T., Ramaswami, G., & Mathrani, A. (2022). Learning analytics dashboard: A tool for providing actionable insights to learners. International Journal of Educational Technology in Higher Education, 19(1), 1–23. https://doi.org/10.1186/s41239-021-00313-7

    Tafazoli, D., María, E., & Abril, C. (2019). Intelligent language tutoring system. International Journal of Information and Communication Technology Education, 15(3), 60–74. https://doi.org/10.4018/IJICTE.2019070105

    Tubman, A. (2024). The significance of blended learning, culture, learning style, and artificial intelligence (AI) in teaching and learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4833400

    Vygotsky, L. (1978a). Interaction between learning and development. In M. Cole, V. J. Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society (pp. 79–91). Harvard University Press.

    Vygotsky, L. (1978b). Interaction between learning and development. In M. Gauvain & M. Cole (Eds.), Readings on the development of children (pp. 34–40). Scientific American Books.

    Wang, C., Tseng, W., Chen, Y., & Cheng, H. (2020). Classroom interactions in the target language: Learners’ perceptions, willingness to communicate, and communication behavior. The Asia-Pacific Education Researcher, 29(5), 393–404. https://doi.org/10.1007/s40299-019-00492-y

    Wang, J., & Wang, F. (2024). Utilizing artificial intelligence technology to construct an online learning monitoring and student behavior tracking model. Procedia Computer Science, 247, 795–804. https://doi.org/10.1016/j.procs.2024.10.096

    Wang, Y., Derakhshan, A., & Zhang, L. (2021). Researching and practicing positive psychology in second/foreign language learning and teaching: The past, current status and future directions. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.731721

    Xia, Q., Chiu, T., Lee, M., Sanusi, I., Dai, Y., & Chai, C. (2022). A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education. Computers & Education, 189, 104582. https://doi.org/10.1016/j.compedu.2022.104582

    Xu, Y., Liu, X., Cao, X., Huang, C., Liu, E., Qian, S., Liu, X., Wu, Y., Dong, F., Qiu, C., Qiu, J., Hua, K., Su, W., Wu, J., Xu, H., Han, Y., Fu, C., Yin, Z., Liu, M., … Zhang, J. (2021). Artificial intelligence: A powerful paradigm for scientific research. The Innovation, 2(4), 100179. https://doi.org/10.1016/j.xinn.2021.100179

    Zhao, D. (2025). The impact of AI-enhanced natural language processing tools on writing proficiency: an analysis of language precision, content summarization, and creative writing facilitation. Education and Information Technologies, 30(6), 8055–8086. https://doi.org/10.1007/s10639-024-13145-5