TY - JOUR

T1 - The role of changes in pronunciation ability and anxiety through Gen-AI on EFL learners’ self-directed speaking motivation and social interaction confidence - A CHAT perspective

AU - Choi, Whyunyoung

PY - 2025/7/17

Y1 - 2025/7/17

N2 - This study examines the impact of Gen-AI on EFL learners’ foreign language (FL) pronunciation ability, FL speaking anxiety, self-directed speaking motivation, and social interaction confidence through Cultural-Historical Activity Theory (CHAT). Using a mixed-methods approach, the study conducted quantitative assessments of pronunciation ability and speaking anxiety, while qualitatively exploring learners’ experiences with Gen-AI feedback through in-depth interviews. Findings suggest that learners experienced improvements in pronunciation ability and reductions in FL speaking anxiety, which coincided with increased self-directed motivation and social interaction confidence. Gen-AI’s real-time personalized feedback facilitated learners’ identification and correction of pronunciation issues, alongside reduced anxiety and increased confidence. When combined with emotional support from teachers and peers, Gen-AI use appeared to foster both technical development and affective growth, underscoring the importance of a balanced learning environment for sustained learning. Learners also reported greater willingness to engage in authentic communication activities, such as conversations with native speakers and group discussions, suggesting potential for community formation. The findings indicate that Gen-AI may support both individual achievement and learning community formation. This study contributes to understanding Gen-AI’s emotional and social impacts in EFL contexts while emphasizing the need for institutional support for safe and equitable Gen-AI use in education.

AB - This study examines the impact of Gen-AI on EFL learners’ foreign language (FL) pronunciation ability, FL speaking anxiety, self-directed speaking motivation, and social interaction confidence through Cultural-Historical Activity Theory (CHAT). Using a mixed-methods approach, the study conducted quantitative assessments of pronunciation ability and speaking anxiety, while qualitatively exploring learners’ experiences with Gen-AI feedback through in-depth interviews. Findings suggest that learners experienced improvements in pronunciation ability and reductions in FL speaking anxiety, which coincided with increased self-directed motivation and social interaction confidence. Gen-AI’s real-time personalized feedback facilitated learners’ identification and correction of pronunciation issues, alongside reduced anxiety and increased confidence. When combined with emotional support from teachers and peers, Gen-AI use appeared to foster both technical development and affective growth, underscoring the importance of a balanced learning environment for sustained learning. Learners also reported greater willingness to engage in authentic communication activities, such as conversations with native speakers and group discussions, suggesting potential for community formation. The findings indicate that Gen-AI may support both individual achievement and learning community formation. This study contributes to understanding Gen-AI’s emotional and social impacts in EFL contexts while emphasizing the need for institutional support for safe and equitable Gen-AI use in education.

U2 - 10.1016/j.system.2025.103788

DO - 10.1016/j.system.2025.103788

M3 - Journal article

JO - System

JF - System

SN - 0346-251X

M1 - 103788

ER -