Application of artificial intelligence models in the identification of severe scrub typhus.

Opportunities to use a second or foreign language in genuine communication are often scarce. Class time is limited, contact with proficient interlocutors is uneven, and learners who fear making mistakes frequently hold back from speaking (; ). AI-generated content (AIGC) tools, enabled by generative artificial intelligence and delivered through conversational systems such as ChatGPT, Kimi, Doubao, ERNIE Bot and other tools, have entered this gap at remarkable speed, offering input, feedback, and dialogue on demand and expanding the range of communicative practice available to learners beyond the people immediately at hand (; ). Learners increasingly take up these tools on their own initiative, outside formal instruction, for role-play, dialogue practice, and rehearsal of language they expect to use elsewhere (). The speed of this uptake has outpaced understanding of its psychological value. More access to interaction is no guarantee of a better communicative experience. In fact, empirical evidence indicates that when generative systems misinterpret input, provide generic responses, or lack emotional resonance, the interaction can feel mechanical and isolating, which may frustrate learners and even heighten their communication anxiety (; ; ). AIGC can multiply the quantity of practice, but whether—and under what conditions—that practice is experienced as socially responsive, epistemically worthwhile, and enjoyable remains an open question. Because practice of this kind is sustained largely by choice, the question of how it feels is not peripheral: it bears directly on whether learners continue to use these tools once their novelty has passed (; ). Research on AIGC in language learning has grown quickly but has concentrated on the tool and its products. Reviews catalogue what AIGC can do across writing, speaking, vocabulary, and assessment, and the affordances of individualized input and repeated practice (; ; ; ; ). What remains underdeveloped is an account of process: how a learner’s involvement with AIGC becomes, or fails to become, an experience worth returning to. Enjoyment is central to that question. In the positive-psychology turn in second language research, enjoyment is the most studied positive emotion and is associated with effort, persistence, and continued participation (; ; ; ). Yet it has been examined largely as a classroom phenomenon, as a relatively static and individual trait, and seldom in settings where the interlocutor is a generative system or where practice is interactional and self-directed (). Recent work on social grooming also suggests that everyday digital interaction can shape the affective side of language learning. , for example, showed that foreign-language social grooming on social media was linked to learners’ enjoyment through social capital and social support, while related work on live photo-sharing showed that social grooming was associated with well-being through social capital and was conditioned by privacy need ().