Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate

Abstract

Drawing on Positive Psychology, this quasi-experimental study investigated the influence of an AI-speaking assistant, Lora, on Chinese EFL students' foreign language enjoyment (FLE), foreign language anxiety (FLA), and willingness to communicate (WTC) in English. To this end, 131 Chinese EFL university students participated in this study and were placed into the experimental group (EG, n = 65) and control group (CG, n = 66) respectively. Both groups completed pre- and post-intervention surveys before and after a six-week intervention. Results showed significant enhancements in FLE and WTC, accompanied by a noteworthy reduction in FLA among the EG. In contrast, the CG exhibited no significant changes in those variables. These findings highlight the positive role of AI-speaking assistants in enhancing EFL students' FLE and WTC while mitigating FLA. The study concludes with implications for teachers and teacher educators, calling for the integration of AI-driven technologies, the creation of diverse language-learning opportunities, and the application of AI features to foster a supportive classroom environment. Such efforts aim to increase students’ language enjoyment, confidence, and English communication willingness, aligning with the principles of Positive Psychology.