Content area
Developing robust second language (L2) speaking skills is crucial for effective communication. However, foreign language speaking anxiety (FLSA) remains a significant hurdle for EFL learners. This study investigates the combined impact of AI conversation bots on both enhancing L2 speaking skills and reducing FLSA. A mixed methods approach was employed, utilizing an explanatory sequential design. Participants (n = 60) enrolled as undergraduate college students in an IELTS preparation center were assigned to either an experimental group (utilizing Mondly, an AI-powered language learning platform) or a control group. The experimental group received access to Mondly for six weeks, while the control group engaged in alternative speaking practice activities. Both groups completed pre- and post-tests to assess L2 speaking skills (using the IELTS Speaking test) and L2 speaking anxiety (using a validated 19-item scale). Quantitative data analysis revealed significant improvements in L2 speaking skills and reductions in FLSA within the experimental group compared to the control group. Semi-structured interviews with a subset of the experimental group provided qualitative insights into their experiences. Thematic analysis identified positive perceptions regarding the application’s effectiveness in enhancing fluency, pronunciation, grammar, motivation, and confidence. Participants also reported reduced anxiety and a more positive learning experience. Overall, the study suggests that AI conversation bots hold promise as a valuable tool for EFL instruction, promoting L2 speaking proficiency and mitigating FLSA.
Details
Anxiety;
Language acquisition;
Fluency;
Verbal communication;
College students;
Educational activities;
Educational technology;
English as a second language tests;
English as a second language;
Foreign language learning;
Speaking;
Feedback;
Chatbots;
Skills;
Machine learning;
Classrooms;
Artificial intelligence;
English proficiency;
Mixed methods research;
Natural language processing;
Metacognition;
Pronunciation;
Education;
English as a second language instruction;
Conversation;
Test anxiety;
Learning;
Motivation;
Foreign languages;
Data analysis;
Teaching;
Control groups;
Research methodology;
Competence;
Data;
Language;
Groups
1 Nanyang Normal University, Foreign Languages School, Nanyang, China (GRID:grid.453722.5) (ISNI:0000 0004 0632 3548); Universiti Teknologi MARA (UiTM), Akademi Pengajian Bahasa, Shah Alam, Malaysia (GRID:grid.412259.9) (ISNI:0000 0001 2161 1343)
2 Universiti Teknologi MARA (UiTM), Akademi Pengajian Bahasa, Shah Alam, Malaysia (GRID:grid.412259.9) (ISNI:0000 0001 2161 1343)