Affective Computing and the Design of AI-Powered French Language Learning Tools for Nigerian Learners

The intersection of affective computing, artificial intelligence, and second language acquisition creates emerging possibilities for adaptive French language learning technologies capable of responding to the emotional and motivational states of Nigerian learners, yet no study has examined the design requirements, cultural appropriateness, and pedagogical effectiveness of such tools specifically for the Nigerian French learning context. This study develops and evaluates an affective computing-informed artificial intelligence language learning tool designed specifically for Nigerian French learners, integrating second language acquisition theory, affective computing principles, and user-centred design methodology. The research followed a four-phase design science research approach: needs analysis, system design, prototype development, and evaluation. Needs analysis combined learner affect survey data from 350 university students, expert interviews with AI and language learning specialists, and review of existing commercial language learning applications. System design drew on Kort and Reilly's affect model and Dornyei's motivational regulation strategies to specify affect-responsive system behaviours. Prototype evaluation employed a controlled experiment with 80 learner participants assigned to AI-enhanced and standard digital learning conditions over eight weeks. Outcome measures covered French proficiency gains, motivational regulation, and affective experience during learning. Results indicate significantly higher motivation regulation and marginally superior proficiency gains in the AI-enhanced condition, with the strongest effect for learners reporting high baseline anxiety. Cultural responsiveness of avatar design and feedback register was rated highly by Nigerian participants. The study contributes the first culturally specific AI language learning design framework for Nigerian French education. Keywords: affective computing, artificial intelligence, French language learning, Nigerian learners, adaptive systems