Reimagining Language Learning: Student Motivation in the Age of AI

The unprecedented and exponential advancement of artificial intelligence (AI) has permeated virtually every domain of human activity, outpacing our ability to fully comprehend or regulate its long-term implications. Despite the growing ubiquity of AI systems, regulatory, legal, and ethical frameworks have lagged significantly behind, leaving society exposed to both immense opportunities and unforeseen risks (Bostrom, 2014; Floridi & Cowls, 2019). Among the many areas affected, education - particularly foreign language acquisition - has experienced transformative changes. AI-driven tools now offer enhanced learner autonomy, greater interactivity, and highly personalized instruction, often increasing engagement, enjoyment, and self-efficacy among students (Godwin-Jones, 2020; Wei et al., 2023). However, this technological integration is not without its pitfalls. Emerging concerns include cognitive overreliance on AI-mediated assistance, diminished metacognitive reflection, and variable effects on students’ willingness to engage in authentic human communication (Yao & Liu, 2025; Liu et al., 2023). This article aims to critically examine this evolving educational landscape by weighing the motivational benefits and drawbacks of AI in foreign language learning and by highlighting the urgent need to redefine instructional strategies that support sustainable, human-centered motivation in the AI era.