The positive psychology of AI: a systematic review of generative AI's impact on EFL learners' motivation, anxiety, and well-being in higher education

The integration of Generative AI (GenAI) into English as a Foreign Language (EFL) teaching is rapidly expanding, yet its effects on learners' affective states, key to language acquisition from a positive psychology lens, remain inadequately summarized. This systematic review synthesizes empirical evidence on how GenAI tools influence motivation, anxiety, and well-being among EFL learners in higher education. Following PRISMA guidelines, 1,420 records were identified from four databases (2019, 2025), with 29 studies meeting inclusion criteria after screening. Results reveal a generally positive affective impact: GenAI enhances motivation and engagement, while typically reducing anxiety, though one study noted increased speaking anxiety. Benefits also extend to well-being, including emotional support and mindfulness. However, effects are moderated by factors such as gender (higher affective scores and AI self-efficacy in males) and academic level (lower perceived utility among Master's students). The findings affirm that well-designed GenAI aligns with Self-Determination Theory by supporting autonomy, competence, and relatedness. In conclusion, GenAI shows strong potential to foster positive psychological outcomes in EFL learning, yet its implementation must be intentionally tailored and inclusively designed to address contextual and individual differences.