AI conversation partners and speaking confidence: learners perspectives

Abstract

This study explores the potential of AI conversational models (Chat GPT) as a tool to support self-perceived speaking confidence in tenth-grade learners during classroom tasks at a public school in Barranquilla, Colombia, where affective barriers such as anxiety and low confidence limit oral participation. Through a three-week intervention consisting of six AImediated conversational sessions grounded in Communicative Language Teaching and TaskBased Learning, learners engaged in meaningful speaking activities with instant AI feedback. Data collected from pre- and post-intervention surveys and focus groups revealed increased speaking confidence, especially in private practice, alongside improved fluency and vocabulary use. Thematic analysis highlighted key benefits of AI as a non-judgmental partner that reduces peer pressure and anxiety, promotes self-regulation, and fosters greater willingness to communicate. However, students also noted challenges like internet connectivity and illogical responses. These findings suggest that AI tools offer valuable, accessible support for speaking skill development in low-resource EFL contexts by reshaping social and affective dynamics in the classroom. The study contributes to understanding how integrating AI can complement traditional methods, encourage learner autonomy and bridge gaps in participation, however; hybrid models combining human and AI interaction may be necessary to fully address cultural and infrastructural constraints. This research emphasizes the need for continued exploration of AI’s pedagogical role and its impact on learner emotions and performance in language education.