Content area
Abstract
This study investigates the relationship between artificial intelligence anxiety and career decidedness among university students in English-related departments. Using a mixed-methods sequential explanatory design, quantitative data from 332 participants and qualitative data from 9 interviews were analyzed. Findings revealed no significant correlation between AI anxiety and career decidedness among English Language Teaching and English Language and Literature students (p > .05) However, a weak, negative relationship was found among English Translation and Interpreting students, particularly related to AI learning anxiety (p < .05). Qualitative data highlighted disciplinary differences, with English Translation and Interpreting students expressing heightened anxiety regarding AI’s effect on their careers, while other students emphasized the irreplaceable value of human skills. The study addresses the importance of AI anxiety in educational contexts to enhance students' career readiness in an AI era and contribute to understanding how psychological factors shape career decision-making in evolving technological landscapes.