Emotional experiences of English language teachers in the age of generative AI

Abstract

This study explored the emotional experiences of English as a Foreign Language (EFL) teachers using generative AI (GenAI) tools in classroom instruction. Twenty-five teachers (11 frequent, 14 infrequent users) participated. Data analysis, guided by Pekrun's (2024) Control-Value Theory (CVT), examined how emotions were shaped by perceived competence and the pedagogical value of GenAI tools. Frequent users reported mainly positive emotions (excitement, happiness, confidence), but also anxiety and confusion over implementation. Infrequent users expressed a narrower, more negative range (mistrust, worry, guilt) which reflects lower perceived control and value. Both groups showed curiosity and interest in AI which highlights the need to address emotional hesitancy alongside technical barriers. The study concludes that teachers' emotional experiences and adaptation are central to effective AI integration and recommends tailored emotional and pedagogical support to foster confidence, awareness, ethical, and sustainable AI use in teaching.