Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 25, No. 0, pp.1299-1314
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2025
Received 06 Jul 2025 Revised 11 Sep 2025 Accepted 16 Sep 2025
DOI: https://doi.org/10.15738/kjell.25..202509.1299

Enhancing L2 Learners’ Affective Outcomes and Oral Proficiency Through AI-Chatbot Interaction

Eun Young Kang
Professor, Division of Liberal Arts Kongju National University, Tel: 041) 521-9735 ekang@kongju.ac.kr


© 2025 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study investigated the effects of AI chatbot interaction on EFL learners’ foreign language speaking anxiety (FLSA), willingness to communicate (WTC), and speaking proficiency. Forty-eight Korean EFL learners were assigned to either an experimental (n = 24) or a comparison group (n = 24). The experimental group engaged in conversations to complete speaking tasks using the mobile-based app ChatGPT-4o, while the comparison group conducted face-to-face conversations with peers. Data collection included pre- and post-task assessments and questionnaires measuring FLSA and WTC. Speaking proficiency was evaluated across five dimensions: grammar, vocabulary, fluency, pronunciation, and task fulfillment. The findings indicated that the use of an AI chatbot during speaking tasks was significantly more effective than peer interaction in reducing FLSA and enhancing WTC and speaking proficiency. Notably, participants who interacted with ChatGPT showed significant gains in grammar, vocabulary, and task fulfillment, while no significant differences were found between groups for fluency and pronunciation. These results highlight the potential of integrating AI chatbots into EFL speaking instruction to help learners overcome affective barriers and enhance oral proficiency.

Keywords:

AI chatbot, ChatGPT, speaking proficiency, foreign language speaking anxiety, willingness to communicate

Acknowledgments

The manuscript of this research was completed while the author was on research leave abroad as a visiting scholar at Simon Fraser University during the 2024 academic year.

References

  • Bashori, M., R. van Hout, H. Strik and C. Cucchiarini. 2021. Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment. System 99, 102496. [https://doi.org/10.1016/j.system.2021.102496]
  • Bashori, M., R. van Hout, H. Strik and C. Cucchiarini. 2022. Web-based language learning and speaking anxiety. Computer Assisted Language Learning 35(6), 1058-1089. [https://doi.org/10.1080/09588221.2020.1770293]
  • Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education.
  • Chien, Y., T. C. Wu, Lai and Y. Huang. 2022. Investigation of the influence of artificial intelligence markup language-based LINE ChatBot in contextual English learning. Frontiers in Psychology 13, Article 785752. [https://doi.org/10.3389/fpsyg.2022.785752]
  • Chiu, T. K. F., B. L. Moorhouse, C. S. Chai and M. Ismailov. 2024. Teacher support and student motivation to learn with artificial intelligence (AI) chatbot. Interactive Learning Environments 32(7), 3240-3256.
  • Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press.
  • Dizon, G. 2020. Evaluating intelligent personal assistants for L2 listening and speaking development. Language Learning & Technology 24(1), 16-26. [https://doi.org/10.64152/10125/44705]
  • Dörnyei, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates.
  • Ellis, R. 2018. Reflections on Task-Based Language Teaching. Multilingual Matters. [https://doi.org/10.21832/ELLIS0131]
  • Hanafiah, W., M. Aswad, H. Sahib, A. Yassi and M. Mousavi. 2022. The impact of CALL on vocabulary learning, speaking skill, and foreign language speaking anxiety: The case study of Indonesian EFL learners. Education Research International 2022, 1-13. [https://doi.org/10.1155/2022/5500077]
  • Hew, K. F., W. Huang, J. Du and C. Jia. 2022. Using chatbots to support student goal setting and social presence in fully online activities: Learner engagement and perceptions. Journal of Computing in Higher Education 35, 40-68. [https://doi.org/10.1007/s12528-022-09338-x]
  • Horwitz, E. K., M. B. Horwitz and J. Cope. 1986. Foreign language classroom anxiety. Modern Language Journal, 70, 125-132. [https://doi.org/10.1111/j.1540-4781.1986.tb05256.x]
  • Jeon, J. 2023. Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis. Computer Assisted Language Learning 36(7), 1338-1364. [https://doi.org/10.1080/09588221.2021.1987272]
  • Jeon, J. 2024. Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning 37(1), 1-26. [https://doi.org/10.1080/09588221.2021.2021241]
  • Ji, H., I. Han and Y. Ko. 2023. A systematic review of conversational AI in language education: Focusing on the collaboration with human teachers. Journal of Research on Technology in Education 55(1), 48-63. [https://doi.org/10.1080/15391523.2022.2142873]
  • Kim, J. O. 2018. Ongoing speaking anxiety of Korean EFL learners: Case study of a TOEIC intensive program. The Journal of Asia TEFL 15(1), 17-31. [https://doi.org/10.18823/asiatefl.2018.15.1.2.17]
  • Kim, A. and Y. Su. 2024. How implementing an AI chatbot impacts Korean as a foreign language learners’ willingness to communicate in Korean. System 122, 103256. [https://doi.org/10.1016/j.system.2024.103256]
  • Kim, H., H. Yang and D. Shin. 2022. Design principles and architecture of a second language learning chatbot. Language Learning & Technology 26(1), 1-18. [https://doi.org/10.64152/10125/73463]
  • Krashen, S. D. 1982. Principles and Practice in Second Language Acquisition. Pergamon Press.
  • Lee, J. H., H. Yang and D. Shin. 2020. Chatbots – Technology for the language teacher. ELT Journal 74(3), 338-344. [https://doi.org/10.1093/elt/ccaa035]
  • Lee, J. H., D. Shin and Y. Hwang. 2024. Investigating the capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective. System 127, 103538. [https://doi.org/10.1016/j.system.2024.103538]
  • Liu, G. L., R. Darvin and C. Ma, 2024. Exploring AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation of Chinese EFL learners’ AI adoption and experiences. Computer Assisted Language Learning. Available online at [https://doi.org/10.1080/09588221.2024.2310288]
  • MacIntyre, P. D. 2017. An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney and J.-M. Dewaele, eds., New Insights into Language Anxiety: Theory, Research and Educational Implications, 11-30. Multilingual Matters. [https://doi.org/10.2307/jj.22730706.5]
  • MacIntyre, P. D., Z. Dörnyei, R. Clément and K. A. Noels. 1998. Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal 82(4), 545-562. [https://doi.org/10.1111/j.1540-4781.1998.tb05543.x]
  • Mukminin, A., M. Masbirorotni, N. Noprival, S. Sutarno, N. Arif and M. Maimunah. 2015. EFL speaking anxiety among senior high school students and policy recommendations. Journal of Education and Learning 9(3), 217-225. [https://doi.org/10.11591/edulearn.v9i3.1828]
  • Öztürk, G. and N. Gürbüz. 2014. Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies 10(1), 1-17.
  • Peng, J. E. 2022. Willingness to communicate. In S. Li, P. Hiver and M. Papi, eds., The Routledge Handbook of Second Language Acquisition and Individual Differences, 159-171. Routledge. [https://doi.org/10.4324/9781003270546-13]
  • Peng, J. E. 2019. The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English. System 82, 161-173. [https://doi.org/10.1016/j.system.2019.04.006]
  • Peng, J. E. and L. Woodrow. 2010. Willingness to communicate in English: A model in the Chinese EFL classroom context. Language learning, 60(4), 834-876. [https://doi.org/10.1111/j.1467-9922.2010.00576.x]
  • Reinders, H. and S. Wattana. 2014. Can I say something? The effects of digital game play on willingness to communicate. Language Learning & Technology 18(2), 101-123. [https://doi.org/10.64152/10125/44372]
  • Shadiev, R., X. Wang, Y. Halubitskaya, and Y. M. Huang. 2022. Enhancing foreign language learning outcomes and mitigating cultural attributes inherent in Asian culture in a mobile-assisted language learning environment. Sustainability 14, Article 8428. [https://doi.org/10.3390/su14148428]
  • Tai, T.Y. and H.H.J. Chen. 2024. The impact of intelligent personal assistants on adolescent EFL learners’ speaking proficiency. Computer Assisted Language Learning 37(3), 1-28. [https://doi.org/10.1080/09588221.2022.2040536]
  • Willis, J. 1996. A flexible framework for task-based learning. Challenge and Change in Language Teaching 52(1), 52-62.
  • Yang, C. T. Y., Lai, S. L and H.J. Chen. 2024. The impact of intelligent personal assistants on learners’ autonomous learning of second language listening and speaking. Interactive Learning Environments 32(5), 2175-2195.
  • Yang, H., H. Kim, J. H. Lee and D. Shin. 2022. Implementation of an AI chatbot as an English conversation partner in EFL speaking classes. ReCALL 34(3), 327-343. [https://doi.org/10.1017/S0958344022000039]