Thesis:

The Effect of AI-Based English Language Instruction on Academic Motivation٫ Learning Anxiety٫ and Self-Efficacy of Junior High School Students in Sabzevar

The present study was conducted to investigate the effect of artificial intelligence-based English language instruction on academic motivation, language learning anxiety, and academic self-efficacy among lower secondary school students in Sabzevar County. The research method was quasi-experimental, employing a pretest-posttest design with a control group. Sixty students were selected through cluster random sampling and assigned to an experimental group (n=30) and a control group (n=30). The experimental group received eight weeks of AI-based instruction. Data were collected using standardized questionnaires and analyzed using independent-samples t-test, paired-samples t-test, and MANOVA. The findings indicated that AI-based instruction significantly increased academic motivation (t=4.354, p<0.001, d=1.12) and academic self-efficacy (t=5.568, p<0.001, d=1.44), while reducing language learning anxiety (t=-3.597, p=0.001, d=-0.93). The MANOVA results further confirmed the simultaneous effect of the instruction on all three variables (Wilks' Lambda=0.517, p<0.001). Effect sizes ranged from large to very large. It is concluded that AI-based instruction serves as an effective intervention for simultaneously improving key psychological variables related to language learning.

Keywords: The present study was conducted to investigate the effect of artificial intelligence-based English