ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1624272
This article is part of the Research TopicEmerging Issues in English Language Education with Psycho-Emotional Traits in the Spotlight: Futurology in Language StudiesView all 13 articles
The Impact of Chatbots on Emotional Intelligence in AI-Assisted EFL Writing
Provisionally accepted
- Yıldız Technical University, İstanbul, Türkiye
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The increasing integration of technology in language teaching has led to a significant focus on chatbots, which utilize various artificial intelligence models tailored to English as a Foreign Language education. While the effectiveness of chatbots in enhancing language skills is well documented, their influence on emotional intelligence (EI) has not been thoroughly examined. This study explores the impact of chatbot use on EI among sophomore pre-service English language teachers in İstanbul, Türkiye. Utilizing the Turkish-adapted version of Bar-On's Emotional Quotient Inventory (EQ-I), quantitative methods were employed to examine the relationship between frequent interactions with ChatGPT and EI levels. The results indicate a moderate, statistically significant negative correlation, suggesting that increased use of ChatGPT may be associated with lower EI. A slight improvement was noted in adaptability, though this trend should be interpreted cautiously. Overall, the study highlights the complex and context-dependent role of chatbots in shaping emotional competencies in language education and points to the need for further investigation. The results contribute to ongoing discussions on AI in educational settings by underscoring the importance of carefully balancing potential benefits with challenges to support both language proficiency and emotional development.
Keywords: Artificial intelligence (AI), ChatGPT, emotional intelligence (EI), AI-assisted writing, Pre-service english language teachers
Received: 08 May 2025; Accepted: 15 Sep 2025.
Copyright: © 2025 Kazazoglu and Turun. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Semin Kazazoglu, Yıldız Technical University, İstanbul, Türkiye
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