Artificial intelligence (AI) has emerged as a pivotal force driving innovation and transformation in language education. However, the dual challenge of enhancing teachers’ AI literacy and understanding their emotional experiences in AI-mediated teaching remains largely unexamined. AI literacy among teachers encompasses not only technical knowledge of AI applications but also an understanding of their pedagogical implications, ethical considerations, and the ability to critically evaluate and implement these technologies effectively in the classroom. Without sufficient AI literacy, educators may struggle to maximise the benefits of AI tools, potentially leading to ineffective implementation or resistance to technological integration. Equally crucial is an examination of language teachers’ emotional responses to AI-driven teaching environments. The introduction of AI can evoke a range of emotions, from enthusiasm and curiosity to anxiety and apprehension. Understanding these emotional experiences is vital in developing strategies to support teachers in navigating AI-mediated instruction, ensuring that they feel empowered rather than overwhelmed by these technological advancements. As AI continues to reshape pedagogical practices, it is essential to explore how language educators navigate its integration, both in terms of cognitive adaptation and affective responses. 

To fill the research gap, we conducted a systematic review to identify relevant studies published in SSCI-indexed journals within the Web of Science Core Collection (WOSCC) to show the research trend. The review uncovered existing research on AI literacy among language teachers and their emotional responses to AI-driven teaching and learning processes. Building upon appraisal theory, we further propose a novel framework that elucidates the intricate interplay between AI literacy and AI-induced emotions within the context of applied linguistics and/or language education. This framework serves as a foundational step towards developing strategic interventions and professional development programmes that support language teachers in adapting to the ever-evolving AI-mediated pedagogical landscapes. Ultimately, bridging AI literacy with an awareness of emotional responses will enable educators to harness AI’s potential while mitigating its challenges, ensuring a balanced and sustainable integration into applied linguistics and/or language education practices.

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