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The association between generative artificial intelligence use and foreign language classroom anxiety.
1Moutai Institute, China.
Acta Psychologica
|May 25, 2026
Summary
Frequent use of Generative Artificial Intelligence (AI) correlates with increased foreign language classroom anxiety (FLCA) in Chinese undergraduates. Higher English proficiency mitigates this anxiety, suggesting a need for AI literacy training.
Area of Science:
- Educational Technology
- Applied Linguistics
- Psychology
Background:
- Generative Artificial Intelligence (AI) adoption is rising in education.
- Understanding its impact on student anxiety, particularly foreign language classroom anxiety (FLCA), is crucial.
- Under-resourced institutions face unique challenges in integrating new technologies.
Purpose of the Study:
- To examine the association between Generative AI use and FLCA among undergraduates.
- To investigate the moderating role of English proficiency in this relationship.
- To identify factors influencing AI use and FLCA in a specific educational context.
Main Methods:
- Quantitative study involving 630 undergraduates in Western China.
- Data collection via Foreign Language Classroom Anxiety Scale (FLCAS).
- Statistical analyses included t-tests, ANOVA, Pearson correlations, and hierarchical regression.
Main Results:
- Gender predicted AI use frequency (females > males), but not FLCA.
- Higher English proficiency was linked to more frequent AI use and lower FLCA.
- Frequent AI use significantly predicted higher FLCA, Classroom Performance Anxiety (CPA), and Learning Process Anxiety (LPA), even after controlling for proficiency.
Conclusions:
- Frequent Generative AI use may increase FLCA in under-resourced settings.
- English proficiency plays a significant moderating role, reducing anxiety.
- Scaffolded AI literacy and differentiated support are essential for effective AI integration in language education.
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