Article Sidebar

Download
PDF
Statistic
Read Counter : 11 Download : 5

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study examines how the use of ChatGPT, an AI-driven chatbot, influences learners’ speaking anxiety and their spoken performance in an English as a Foreign Language setting. The analysis is guided by a framework of language-learning anxiety that highlights three key components of speaking anxiety: communication apprehension, fear of negative evaluation, and test anxiety. A qualitative approach was employed, involving 30 university students from Eastern Indonesia. Data were collected through a 25-item Likert-scale questionnaire adapted from FLCAS, six open-ended questions, and semi-structured interviews with 10 selected participants. The findings reveal that ChatGPT plays a crucial role in reducing communication apprehension, fear of negative evaluation, and test anxiety, allowing students to practice speaking English in a low-pressure environment. Notably, findings showed that after using ChatGPT in speaking practice, 60% of students experienced moderate speaking anxiety, while 26.67% exhibited high levels and 13.33% reported low anxiety. Additionally, frequent AI-assisted interaction enhances fluency, confidence, and structured speech formulation, improving oral proficiency. However, limitations were identified in pronunciation feedback, conversational naturalness, and expressive interaction, suggesting that AI should serve as a supplementary tool rather than a standalone language learning solution. Given these findings, future AI improvements should focus on voice recognition for pronunciation accuracy, adaptive conversational dynamics, and multimodal interaction strategies. This study underscores ChatGPT’s potential to effectively reduce speaking anxiety while advocating for integrated AI-human interaction approaches in language education to support comprehensive and immersive speaking practice.

Keywords

AI-Assisted Learning ChatGPT EFL Oral Proficiency Speaking Anxiety

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Noe, S., Yusuf, F. N., & Wirza, Y. (2026). ChatGPT as a Speaking Partner: Investigating Its Impact on Students’ Speaking Anxiety. JL3T (Journal of Linguistics, Literature and Language Teaching), 11(2), 190-199. https://doi.org/10.32505/jl3t.v11i2.12646

References

  1. Aliakbari, M., Barzan, P., Allahveysi, S. P., & Bakhtiarvand, M. (2025). AI-Powered Chatbots for English Conversation Practice: Impact on Speaking Proficiency. Technology Assisted Language Education, 3(3), 45–62. https://doi.org/10.22126/tale.2025.12621.1138
  2. Batool, F., & Nawaz, Y. (2025). The Role of Feedback Loops in Developing Oral Proficiency and Communication Confidence. https://doi.org/10.13140/RG.2.2.32888.10240
  3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  4. Carrera Nuñez, A. A., Carrera Nuñez, M. S., Zambrano Pachay, J. F. Z. P., & Carrera Bosquez, A. M. C. B. (2025). Using ChatGPT Voice to Improve Speaking Skills in English Language Learners. Ciencia Latina Revista Científica Multidisciplinar, 9(1), 7143–7161. https://doi.org/10.37811/cl_rcm.v9i1.16390
  5. Creswell, J. W., & Guetterman, T. C. (2021). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed., Global Edition). Pearson.
  6. Dewaele, J. M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult Bi- and multilinguals. Modern Language Journal, 97(3), 670–684. https://doi.org/10.1111/j.1540-4781.2013.12036.x
  7. Gregersen, T., & Horwitz, E. K. (n.d.). Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners’ Reactions to Their Own Oral Performance.
  8. Hockly, N. (2018). Blended Learning. ELT Journal, 72(1), 97–101. https://doi.org/10.1093/elt/ccx058
  9. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
  10. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. In Source: The Modern Language Journal (Vol. 70, Issue 2).
  11. Jackson, D. O. (2022). Task-Based Language Teaching. In Task-Based Language Teaching. Cambridge University Press. https://doi.org/10.1017/9781009067973
  12. Klos, M. C., Escoredo, M., Joerin, A., Lemos, V. N., Rauws, M., & Bunge, E. L. (2021). Artificial intelligence-based chatbot for anxiety and depression in university students: Pilot randomized controlled trial. JMIR Formative Research, 5(8). https://doi.org/10.2196/20678
  13. Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile-assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
  14. Kurniasy, D., & Susan, R. (2019). Students’ English-speaking anxiety based on personality traits at Islamic boarding school. JL3T: Journal of Linguistics, Literature & Language Teaching, 5(1), 23–46. https://doi.org/10.32505/jl3t.v5i1.876
  15. Mingyan, M., Noordin, N., & Razali, A. B. (2024). Effects of an AI Chatbot Mobile Application on Foreign Language Anxiety among Chinese EFL Undergraduates. International Journal of Academic Research in Progressive Education and Development, 13(4). https://doi.org/10.6007/ijarped/v13-i4/23894
  16. Mohd Faishal, Saju Mathew, Kelengol Neikha, Khriemenuo Pusa, & Tonoli Zhimomi. (2023). The future of work: AI, automation, and the changing dynamics of developed economies. World Journal of Advanced Research and Reviews, 18(3), 620–629. https://doi.org/10.30574/wjarr.2023.18.3.1086
  17. Naseer, F., Khalid, U., Zia Qammar, M., & Kashif, H. (2024). Chatbots as Conversational Partners: Their Effectiveness in Facilitating Language Acquisition and Reducing Foreign Language Anxiety. In Journal of Applied Linguistics and TESOL (JALT) (Vol. 7, Issue 4).
  18. Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
  19. Ortega, L. (2019). SLA and the Study of Equitable Multilingualism. Modern Language Journal, 103, 23–38. https://doi.org/10.1111/modl.12525
  20. Patience, O., Ebere Ubah, F., & Dibugo, A. (n.d.). Loudness: A Prosodic Contrivance for Confidence and Intelligibility in Spoken Communications. In ANSU Journal of Language and Literary Studies (AJLLS) (Vol. 3, Issue 1).
  21. Paulikova, K. (2025). Pragmatic Aspects of Chatbot Use by Slovak and Hungarian Speakers. In EDN: FVDKOX Journal of Siberian Federal University. Humanities & Social Sciences (Vol. 2025, Issue 1).
  22. Saifi, M. A. (n.d.). Article ID: IJELLS_03_02_006 Review of Benefits and Drawbacks. International Journal of English Language and Literature Studies (IJELLS), 3(2), 36–46. https://doi.org/10.5281/zenodo.14064532
  23. Selwyn, N. (2021). Education and technology: Key issues and debates. Bloomsbury Publishing.
  24. Tallon, M. (2009). Foreign language anxiety and heritage students of Spanish: A quantitative study. Foreign Language Annals, 42(1), 112–137.
  25. Tavakoli, P., & Wright, C. (2020). Second Language Speech Fluency: From Research to Practice. In Second Language Speech Fluency: From Research to Practice. Cambridge University Press. https://doi.org/10.1017/9781108589109
  26. Teimouri, Y., Goetze, J., & Plonsky, L. (2019). SECOND LANGUAGE ANXIETY and ACHIEVEMENT. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311

DB Error: Unknown column 'Array' in 'WHERE'