The impact of artificial intelligence-powered technologies on EFL students' English language proficiency, attitudes, and motivation

The majority of English language learners in Türkiye have received instruction through standard methods aimed at acquiring English as a foreign language (EFL). However, students instructed using these methods encounter challenges in acquiring English. This study investigates the enhancement of English proficiency, motivation, and attitudes towards learning English among EFL learners through the integration of AI-powered technology with blended learning. This study investigates the effect of AI tools on students' English language proficiency, attitudes, and motivation. The research included 58 pupils from Batman, Türkiye, throughout the 2023-2024 academic year. A mixed-methods design was employed, utilizing pre- and post-tests, the Attitude and Motivation Test Battery (AMTB), and semi-structured interviews to collect quantitative and qualitative data. The experimental group outperformed the control group in English proficiency. While AMTB results favored the experimental group overall, some dimensions showed variation. The experimental group's mean score for Intensity of Motivation was slightly higher but not statistically significant. Near statistical significance was exhibited in the dimensions of Attitudes Towards Learning English and Instrumental Orientation. The Desire to Learn English was significantly different. Qualitative findings revealed that most students were motivated and had positive attitudes towards learning with AI-powered technologies integrated with blended learning. Key Words: AI-powered technologies, Motivation, Attitudes, English, Blended learning