The role of artificial intelligence tools on Chinese EFL learners' speaking skills, speaking anxiety, and motivation

This research investigated the role of artificial intelligence (AI) tools in enhancing the speaking skills, reducing speaking anxiety, and increasing motivation of English as a foreign language (EFL) learners. Addressing a gap in the literature regarding AI interventions in oral language development, the research was conducted with 147 Chinese EFL learners, who received AI-based instruction. To this end, pre- and post-intervention assessments were administered, including standardized speaking proficiency tests and validated questionnaires considering speaking anxiety and learner motivation. Participants engaged in AI-integrated activities over a defined instructional period of 10 sessions. Following the treatment, the speaking test and the mentioned questionnaires were administered again as a posttest. The results of the study, as confirmed by paired-samples t-tests, showed that learners who used AI tools exhibited significantly better development in speaking skills and a decrease in speaking anxiety. Furthermore, they had greater motivation. Indeed, speaking anxiety decreased substantially after the intervention, with Cohen's d = 1.06 (95 % CI [0.74, 1.38]) and Hedges' g = 1.05 (95 % CI [0.73, 1.37]). Speaking test scores improved meaningfully, with a positive Cohen's d = 0.97 (95 % CI [0.66, 1.28]) and Hedges'g 'g = 0.97 (95 % CI [0.66, 1.27]). Motivation increased considerably, with Cohen's d = 1.93 (95 % CI [1.49, 2.36]) and Hedges'g 'g = 1.92 (95 % CI [1.48, 2.35]). The study demonstrated that AI tools hold considerable promise for language education, offering practical implications for stakeholders seeking to integrate AI into EFL instruction to enhance speaking skills, reduce anxiety, and foster more motivated learners. The study provides practical implications for educators and policymakers seeking to integrate AI into language learning environments.