• Dr.S. Selvalakshmi

  Author

This study investigates whether using conversational AI chatbots helps lessen foreign language speaking anxiety (FLSA) among introverted university students. Speaking anxiety becomes a substantial hurdle when it comes to mastering a second language. This is especially true for students who are reluctant to speak for fear of negative appraisal and of appearing to participate less. For such students, this research investigates whether using chatbots enables them to interact in a low-anxiety, supportive environment, thereby improving confidence in speaking. A total of 60 students were sampled, and a personality test was used to classify 32 of them as introverted. Engagement in speaking activities with the chatbots spanned six weeks. Data were obtained from a Foreign Language Classroom Anxiety Scale (FLCAS) before and after the program, chat logs, and feedback. Using a paired sample t-test, the difference of anxiety levels was statistically significant with the paired means of FLCAS scores moving from 78.4 (SD = 8.6) to 61.2 (SD = 7.9) a change of 21.9% (p < .01). More notably, 73% of the participants stated they were more willing to communicate, and 68% were noted to have shown improvement in speaking fluency. The result suggests that conversational AI chatbots can reduce psychological barriers to speaking, such as speaking anxiety, by creating a flexible, nonjudgmental learning environment. The research found that learning with chatbots can be a significant educational tool, especially for more reserved students, helping increase their engagement and confidence in communicating in a foreign language. The findings suggest multiple integrative opportunities for language education and the development of AI-based conversational tools, and indicate the need for future studies on adaptive and personalized learning systems.

• PDF