Assessing AI Chatbots’ Efficacy in Mitigating Speaking Anxiety and Enhancing Oral Proficiency Among Saudi Engineering EFL Learners

Foreign language anxiety adversely affects language acquisition by causing behavioral and psychological problems, leading to insecurity and stress that impede language proficiency, particularly among Engineering EFL/ESL learners, where English is vital for social mobility. This study, conducted with 112 Saudi engineering EFL learners, used an eight-week quasi-experimental design to examine the impact of AI-mediated speaking practice on anxiety and performance. Anxiety was assessed with a 33-item FLA questionnaire, while speaking performance was measured through role-play tasks graded using an IELTS speaking rubric. Findings revealed notable anxiety levels before and after the intervention, indicating that anxiety might enhance language learning, as evidenced by improved speaking performance. Interaction with AI-speaking tools heightened speaking anxiety, despite improvements in linguistic performance, indicating a need for research into the emotional facets of AI in education. The study highlights that anxiety can enhance cognitive engagement and language skills, while AI tools facilitate EFL communication in Saudi Arabia by providing flexible, interactive practices. These findings are significant for language educators, curriculum designers, and learners integrating AI into EFL instructional methods

Anxiety · Cognition · Curriculum · Foreign language anxiety · Language acquisition · Language proficiency · Second-language acquisition · AI in Service Interactions · Artificial Intelligence in Healthcare and Education · Neurobiology of Language and Bilingualism