سجاد زاهدی مقدم

The incorporation of Artificial Intelligence (AI) into language development has garnered considerable interest, especially within the realm of English as a Foreign Language (EFL) education. Psychological flow is regarded as a pivotal element that affects learning outcomes; however, its significance in the context of AI-assisted language learning has yet to be thoroughly investigated. This study examines the relationship between psychological flow induced by AI, tendencies of fortitude, mental health, and critical thinking among 214 university students enrolled in EFL programs who utilized AI-integrated language learning aids. Data were gathered via structured online surveys, and the relationships among the variables were examined utilizing Structural Equation Modeling (SEM). The findings suggest that the psychological flow induced by AI has a substantial impact on learners' levels of fortitude, mental well-being, and critical thinking. The findings indicate that when learners engage in AI-assisted language learning and experience a state of flow, they exhibit elevated levels of perseverance, improved mental well-being, and enhanced critical thinking. These outcomes underscore the dual function of flow in AI-assisted language learning, as it not only augments learners' cognitive engagement but also fosters positive emotional states that are conducive to improved mental health and enhanced problem-solving abilities. The findings of the study possess significant pedagogical implications, indicating that AI-based platforms ought to be developed to promote a state of fluidity by integrating personalized learning trajectories, real-time feedback mechanisms, and engaging features.