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Investigating the role of AI-powered conversation bots in enhancing L2 speaking skills and reducing speaking anxiety: a mixed methods study

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Publicado en:Humanities & Social Sciences Communications vol. 12, no. 1 (Dec 2025), p. 1223
Autor principal: Ding, Dongliang
Otros Autores: Muhyiddin B Yusof, Ahmad
Publicado:
Springer Nature B.V.
Materias:
Pedagogy
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
Acceso en línea:Citation/Abstract
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Resumen: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.
ISSN:2662-9992
2055-1045
DOI:10.1057/s41599-025-05550-z
Fuente:Social Science Database