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Reducing Speaking Anxiety among College ESL Students through Artificial Intelligence

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Title: Reducing Speaking Anxiety among College ESL Students through Artificial Intelligence
Language: English
Authors: Promethi Das Deep (ORCID 0009-0006-8974-0997), Nitu Ghosh (ORCID 0009-0000-0577-6252), Andrey V. Koptelov (ORCID 0000-0003-3590-8804)
Source: International Society for Technology, Education, and Science. 2025.
Availability: International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Anxiety, Speech Communication, College Students, English (Second Language), Second Language Learning, Artificial Intelligence, Technology Uses in Education, Language Fluency, Pronunciation, Feedback (Response), Accuracy, Syntax, Difficulty Level, Rhetoric, Barriers, Technology Integration
Abstract: Speaking anxiety continues to challenge many college ESL students, affecting confidence, fluency, and classroom participation. With the growing integration of artificial intelligence (AI) and large language models (LLMs) in higher education, new opportunities have emerged to enhance oral language learning through adaptive and low-pressure environments. This review followed the SANRA guidelines to ensure clarity, rigor, and balance. Relevant peer-reviewed studies were identified from ERIC, EBSCOhost, JSTOR, IEEE Xplore, and Scopus using the keywords artificial intelligence, large language models, ESL, EFL, speaking anxiety, and communication confidence. Research focusing on higher education contexts was analyzed for methodological quality and pedagogical insights. Findings show that AI-based tools such as chatbots, speech recognition systems, and feedback applications improve learners' fluency, pronunciation, and vocabulary while enhancing grammatical accuracy and discourse coherence. These technologies also reduce anxiety, boost motivation, and promote autonomous learning by providing immediate, personalized feedback in supportive settings. However, limitations in emotional responsiveness, contextual adaptability, and the need for teacher mediation highlight the importance of balanced integration. Overall, AI serves as a valuable complement to traditional instruction, fostering both linguistic competence and emotional well-being among college ESL learners. [For the complete proceedings, see ED678731.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678745
Database: ERIC
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  Data: Reducing Speaking Anxiety among College ESL Students through Artificial Intelligence
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  Data: <searchLink fieldCode="AR" term="%22Promethi+Das+Deep%22">Promethi Das Deep</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-8974-0997">0009-0006-8974-0997</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nitu+Ghosh%22">Nitu Ghosh</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-0577-6252">0009-0000-0577-6252</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrey+V%2E+Koptelov%22">Andrey V. Koptelov</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3590-8804">0000-0003-3590-8804</externalLink>)
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  Data: International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org
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  Data: Speaking anxiety continues to challenge many college ESL students, affecting confidence, fluency, and classroom participation. With the growing integration of artificial intelligence (AI) and large language models (LLMs) in higher education, new opportunities have emerged to enhance oral language learning through adaptive and low-pressure environments. This review followed the SANRA guidelines to ensure clarity, rigor, and balance. Relevant peer-reviewed studies were identified from ERIC, EBSCOhost, JSTOR, IEEE Xplore, and Scopus using the keywords artificial intelligence, large language models, ESL, EFL, speaking anxiety, and communication confidence. Research focusing on higher education contexts was analyzed for methodological quality and pedagogical insights. Findings show that AI-based tools such as chatbots, speech recognition systems, and feedback applications improve learners' fluency, pronunciation, and vocabulary while enhancing grammatical accuracy and discourse coherence. These technologies also reduce anxiety, boost motivation, and promote autonomous learning by providing immediate, personalized feedback in supportive settings. However, limitations in emotional responsiveness, contextual adaptability, and the need for teacher mediation highlight the importance of balanced integration. Overall, AI serves as a valuable complement to traditional instruction, fostering both linguistic competence and emotional well-being among college ESL learners. [For the complete proceedings, see ED678731.]
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      – Text: English
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        PageCount: 16
    Subjects:
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Language Fluency
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      – SubjectFull: Pronunciation
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Accuracy
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      – SubjectFull: Syntax
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      – SubjectFull: Rhetoric
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      – SubjectFull: Barriers
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      – SubjectFull: Technology Integration
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      – TitleFull: Reducing Speaking Anxiety among College ESL Students through Artificial Intelligence
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            NameFull: Nitu Ghosh
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