EIREducational Innovation Research3029-18443029-1852Bio-Byword Scientific Publishing Pty. Ltd.10.18063/EIR.v3i9.1181ArticleSocial Psychological Perspective on Affective Mediation in AI-Enhanced College English Teaching: Impacts on Learning Motivation, Attitude, and Academic Achievementhttps://artdesignp.com/journal/EIR/3/9/10.18063/EIR.v3i9.1181LiangJie2025392025-10-26Driven by the deep integration of artificial intelligence (AI) and education, foreign language teaching is undergoing a profound transformation, with affective factors remaining core mediators in second language acquisition (SLA). Based on questionnaire data from 212 first-year undergraduates and a mixed research method combining quasi-experiment and semi-structured interviews, this study constructs an AI-enhanced college English teaching model integrated with affective mediation from a social psychological perspective, and verifies its impacts on students’ learning motivation, learning attitude, and academic achievement. Key findings include: (1) The experimental group adopting the integrated model achieved significantly higher scores in learning motivation (M=74.28, SD=7.46), learning attitude (M=76.52, SD=6.89), and academic achievement (M=82.30, SD=5.60) than the control group (p<0.001), with large effect sizes (Cohen’s d>2.30); (2) Affective factors played a partial mediating role between AI-enhanced teaching and academic achievement (mediation effect=0.35, p<0.001), accounting for 53.8% of the total effect; (3) Students’ perceptions confirmed that AI tools (e.g., affective computing systems, ChatGPT-4o) reduced learning anxiety, while teacher-led affective mediation activities (e.g., "ideal L2 self" construction) enhanced intrinsic motivation. A four-dimensional implementation framework centered on "emotional diagnosis—AI support—teacher mediation—effect evaluation" is proposed to provide actionable guidance for curriculum reform in application-oriented universities’ English teaching, catering to the diverse needs of foreign language talents in multiple international contexts.Affective Mediation,AI-Enhanced Foreign Language Teaching,Learning Motivation,Learning Attitude,Academic Achievement

[1] Ministry of Education of China, 2024, National Guidelines for Vocational Education Integration of Production and Education. Education Science Press.[2] General Administration of Customs of the People’s Republic of China (GACC), 2025, 2024 China Cross-Border E-Commerce Import and Export Monitoring Report. China Customs Press.[3] Chen Y, Zhou J, 2023, Cross-cultural communication competence in cross-border e-commerce: A systematic review. International Journal of Intercultural Relations, 98: 101589. [4] MyCOS Research Institute, 2024, 2024 China Undergraduate Employment Report. Social Sciences Academic Press (China).[5] Li Y, Wang H, 2023, Cross-border e-commerce talent competence in the digital era: An empirical study. Journal of Business Research, 156: 113890. [6] Gu QY, Zhang S, Chen F, 2025, China’s Foreign Language Education in the AI Era: Reconstructing the Cognitive, Social, and Emotional Dimensions. Foreign Language Teaching and Research, 57(6): 901-912.[7] Brown A, Davis B, 2023, Technology-Embedded Competence for Cross-Border E-Commerce Talents: An Empirical Study in European Markets. Journal of International Business and Economics, 18(2): 45-62. [8] Krashen SD, 2022, The Affective Filter Hypothesis: Revised Edition. Longman.[9] Fredrickson BL, 2023, The value of positive emotions in second language acquisition. Studies in Second Language Learning and Teaching, 13(2): 193-210. [10] Wu CH, Lin HCK, Wang TH, et al., 2022, Affective Mobile Language Tutoring System for Supporting Language Learning. Frontiers in Psychology, 13: 833327. [11] Garcia M, et al., 2024, Core Competences of Cross-Border E-Commerce Professionals: A Cross-Sectional Analysis. International Journal of Retail and Distribution Management, 52(3): 78-95. [12] Zhang Q, Liu C, Chen Y, 2024, Production-education integration for liberal arts: A case study of English majors in cross-border e-commerce. Higher Education Research, 45(3): 67-75.[13] Dörnyei Z, Ushioda E, 2021, Teaching and Researching Motivation (3rd edition). Routledge. [14] Smith J, et al., 2023, Industry-Academia-Research Consortia: A New Model for Cross-Border E-Commerce Talent Training. Journal of Vocational Education and Training, 75(4): 567-584. [15] Chen L, et al., 2023, Production-Education Integration for Foreign Language Majors: A Case Study of Cross-Border E-Commerce Programs. Higher Education Research, 44(5): 89-102.[16] Zhao L, Chen M, Yang F, 2025, Competence model validation for cross-border e-commerce English talents. International Journal of Educational Development, 88: 102987. [17] Creswell JW, 2023, Mixed Methods Research: Design and Implementation (4th ed.). Sage Publications.