This paper is a phenomenological qualitative study whose aim is to explore the emotions and experiences to Chat GPT-based integrated control of voice for the English language learning experience of twenty-threeKorean doctoral students. We intend to demonstrate the ways in which three doctoral students were exposed to artificial intelligence-assisted language learning technologies, the ways in which they engaged with it between exposure and emotional attachment, and thus the ways in which they became emotionally tethered to it. These findings show the transition of emotions from uncertainty and hope toward confidence towards the use of AI based technologies in language learning and they stress the significance of appropriate affective design of AI based language technology. The findings make contributions to the L2 writing literature in three significant ways by and large in the ways innovative AI tools modulate the language learning emotions of post-proficient L2 speakers and writers in a university context.