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All Journal Indonesian Journal of Pedagogy and Teacher Education Polyglot: Journal of Linguistics, Literature, and Language Education
Isaee, Hossein
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Education Languange, Linguistic, Communication & Media

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Artificial Intelligence in Project-Based Learning: A Systematic Review of Its Role in English Language Acquisition and Pedagogical Innovation Manoocherzadeh, Mehdi; Isaee, Hossein; Barjesteh, Hamed
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education (December 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.502

Abstract

Background of Study: The integration of artificial intelligence (AI) into project-based learning (PBL) is increasingly explored as a means to enhance English language acquisition. Emerging AI technologies such as natural language processing, machine learning, and generative AI show potential to support language learning in dynamic, learner-centered environments. Aims and Scope of Paper: This review investigates how AI has been applied in PBL contexts to support English language learning, highlighting both benefits and challenges. Methods: Following the PRISMA framework, a systematic review was conducted of 12 studies published between 2020 and 2024 across six major databases. Results: Seven key elements of AI-enhanced PBL were identified: (1) real-time feedback and automated assessment, (2) adaptive learning pathways, (3) contextualized language use, (4) continuous AI language support, (5) structured project guidance, (6) collaborative learning, and (7) intelligent content customization. These elements were found to improve learner motivation, engagement, and language proficiency while promoting transferable academic and professional skills. However, challenges include overdependence on AI, reduced teacher-student interaction, insufficient training in AI tools, and biases in AI-generated content. The review’s scope is limited by the small number of studies and methodological diversity. Conclusion: AI-enhanced PBL offers promising opportunities for advancing English language education by fostering motivation, proficiency, and transferable skills. To ensure sustainable implementation, future efforts must address challenges related to pedagogy, teacher training, and ethical AI use. This review provides practical insights for educators and policymakers seeking to balance technological innovation with human-centered teaching.
Humanizing Artificial Intelligence Integration in English as a Foreign Language Pedagogy through Love and Empathy Isaee, Hossein; Barjesteh, Hamed
Polyglot: Journal of Linguistics, Literature, and Language Education Vol. 1 No. 2 (2025): Polyglot: Journal of Linguistics, Literature, and Language Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/polyglot.v1i2.80

Abstract

As artificial intelligence (AI) tools become part of daily teaching, questions arise about how teachers and learners can preserve emotional connection and ethical awareness in language classrooms. This study explored how EFL teachers and learners in Shiraz experience care, empathy, and human presence while using AI-supported tools. Guided by the framework of AI-informed Loving Pedagogy, it examined how both groups respond to the emotional and moral changes brought by digital mediation. Fifteen teachers and twenty learners participated in interviews and reflective journals over four weeks. Their narratives were analyzed thematically, leading to three main themes: Emotional Authenticity in Digital Interaction, Ethical Tensions and Affective Fatigue, and Reimagining Love through Technology. Results showed that both teachers and learners made conscious efforts to keep warmth and personal meaning alive in technology-rich settings. They often described a need to “sound human again” after AI-generated responses and felt torn between efficiency and emotional depth. Some also found new ways to express care through creative and ethical uses of AI. The findings suggest that love and empathy remain vital in digital pedagogy and can guide more ethical and sustainable AI use in language education. Teacher education should include emotional reflection and critical AI literacy to help educators design learning experiences that remain truly human-centered.
Loving Pedagogy and Second Language Learning: The Role of Teacherly Care, Motivation, and Anxiety in EFL Classrooms Isaee, Hossein; Barjesteh, Hamed; Manoochehrzadeh, Mehdi
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education (December 2025)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.538

Abstract

Background: Loving Pedagogy has gained increasing attention in English as a Foreign Language (EFL) education as a relational and affective orientation emphasizing teacher care, empathy, and emotional responsiveness. Grounded in Positive Psychology, this perspective highlights how emotionally supportive teaching environments are associated with learners’ motivation, self-beliefs, and language development. Aims: This study examined the relationships between perceived Loving Pedagogy and EFL learners’ language learning outcomes, focusing on the mediating roles of intrinsic motivation and self-efficacy, and the moderating role of foreign language anxiety. Methods: A quantitative, correlational design was employed with 210 Iranian undergraduate EFL learners. Participants completed validated measures of Loving Pedagogy, intrinsic motivation, self-efficacy, and foreign language anxiety. Language learning outcomes were operationalized using proficiency gain scores derived from pre-/post-administration of a standardized placement test. Data were analyzed using correlational analysis, hierarchical regression, and bootstrapped mediation and moderation procedures. Results: Perceived Loving Pedagogy was positively associated with learners’ motivation, self-efficacy, and language gain scores, and negatively with foreign language anxiety. Mediation analyses indicated that intrinsic motivation and self-efficacy partially mediated the relationship between Loving Pedagogy and language learning outcomes. Moderation analysis showed that higher levels of anxiety weakened these positive associations. Conclusion: Findings suggest that Loving Pedagogy is meaningfully associated with EFL learners’ motivational and affective experiences, resulting in language development. The study extends relational and positive psychology perspectives in SLA by empirically modeling how teacher care is linked to learning outcomes through affective–motivational pathways, while highlighting the importance of learner anxiety in emotionally responsive classrooms.
Co-Authors Hamed Barjesteh Manoochehrzadeh, Mehdi Manoocherzadeh, Mehdi