1 Introduction

The importance of textbook construction for the professional development of foreign language teachers was discussed, and it was pointed out that teachers need to establish multiple identities in the process of textbook writing, such as content designers, evaluators, and feedback providers. With the development of artificial intelligence, the identity of foreign language teachers as technology users has been enhanced, and the ability of human-computer interaction and negotiation has become a key factor. At present, there is a lack of research on the impact of human-computer collaborative textbook writing on teacher identity reconstruction and emotional experience. This article reveals the impact of artificial intelligence assisted textbook writing on the identity construction and emotional experience of foreign language teachers through qualitative research, providing reference for the professional development of foreign language teachers in the era of artificial intelligence.

2. Human Computer Interaction and Teacher Identity

Explored the impact of artificial intelligence technology on the construction of teacher identity, emphasizing that teacher identity is a dynamic development process influenced by social and cultural theories. Artificial intelligence technology has changed the educational environment, prompting foreign language teachers to engage in human-computer interaction and renegotiate their identities. Research suggests that artificial intelligence may challenge the core identity of teachers, especially in textbook development. Teachers need to adapt to new learning methods, improve their digital literacy and human-machine collaboration abilities. This identity transformation has significant implications for teaching practice and the optimization of future education systems.

3 Teacher Emotions

Explored the importance of teacher emotions in career development, emphasizing the impact of positive and negative emotions on teacher engagement, execution, and reflection. Emotions are seen as a part of teacher subjectivity, influencing teachers' responses to environmental changes and identity reshaping. Teacher emotions are closely related to their identity, and emotional fluctuations may occur when their core identity is impacted. Artificial intelligence technology is changing teaching practices and teacher identities, but the emotional status of foreign language teachers in the technological revolution has not received much attention. Emotional tension may lead to positive identity reconstruction, where positive emotions represent identity recognition, and negative emotions may stem from insufficient recognition. The research will focus on the changes in teacher identity and emotional experiences in the development of artificial intelligence assisted textbooks, providing support for foreign language teachers to adapt to educational changes.

4 Research Methods

This chapter introduces a research based on the academic English teaching reform of a university in Beijing, aiming to explore the construction of teacher identity and emotional experience in foreign language textbook writing assisted by artificial intelligence. The research subjects are six foreign language teachers from universities with different educational backgrounds, professional titles, teaching years, and textbook writing experience. Data collection includes one-on-one interviews, stimulating recall, and teacher logs, involving the experience of using intelligent tools to assist in textbook writing. The interview recording is transcribed into text, stimulating memories through online conference screen recording, and the teacher logs the experiences and insights gained during the writing process. Data analysis is divided into seven steps. The first three steps focus on teacher identity expression, while the last four steps focus on emotional expression to ensure the relevance and accuracy of the data.

5 research findings

Explored the construction of teacher identity and emotional experience in the development of foreign language textbooks assisted by artificial intelligence. Research has found that teachers exhibit multiple identities in human-computer collaborative textbook development, including planner, trainer, questioner, reviewer, and learner. The identity of a planner is the foundation of textbook writing, and teachers need to accumulate long-term experience to possess the ideas and perspectives for high-quality textbook writing. Trainer identity enhances the effectiveness of human-computer interaction by selecting appropriate materials to train artificial intelligence. The identity of questioner requires teachers to transform from question answerers to proposers, and effective questioning is the key to ensuring the quality of text generated by artificial intelligence. The identity of the reviewer ensures the basic norms of textbook writing, eliminates irrelevant texts, and maintains academic ethics. The identity of learners is not prominent in the development of human-computer collaborative teaching materials. Teachers feel that artificial intelligence simplifies the thinking process, compresses the thinking space, and is not conducive to deep learning of knowledge.

6 Discussion

This chapter explores the multiple constructions of teacher identity and emotional experiences in the development of foreign language textbooks assisted by artificial intelligence. Research has found that teachers exhibit identities such as planners, trainers, questioners, reviewers, and learners in human-computer collaboration, and experience positive emotions. The study supports the viewpoint of identity dynamics in socio-cultural theory, emphasizing a new understanding of teacher identity construction in the era of artificial intelligence, especially the changes in teacher identity in human-computer negotiation. Compared with traditional textbook writing, teachers need to reshape their roles as trainers and questioners in human-computer collaboration, and collaborate deeply with intelligent tools to jointly build knowledge. But with the active acceptance of artificial intelligence by teachers, their identity as thinkers may face challenges, requiring continuous adjustment of negotiation models and reliance on educational policies and resource support. The study also found that changes in educational reality may not necessarily trigger resistance emotions, but teachers' emotional adaptation to artificial intelligence may weaken their subjectivity, leading to being satisfied with the comfort zone created by intelligent tools and losing sensitivity and growth desire to educational reality. The relationship between emotional tension and identity construction has been confirmed, and emotional tension may contribute to the positive reconstruction of teacher identity. The lack of emotional tension in human-computer interaction reflects teachers' negative acceptance of the identity changes brought about by intelligent technology, and their lack of self-development and self-improvement as the main body of action. Educational institutions and policy makers should pay attention to teachers' mental health and self-development, provide emotional reflection, maintain teachers' subjectivity, and promote the healthy integration of technology and education.

7 Conclusion

This paper explores the current situation of teacher identity construction and emotional experience in the development of foreign language textbooks assisted by artificial intelligence. It points out that the limitations of the research lie in the lack of in-depth discussion on the impact of different types of textbooks and insufficient sample size. The research provides preliminary reference for foreign language teaching in the era of artificial intelligence.