The Impact of AI-powered Character AI on EFL Learners' Speaking: The Moderating Role of Anxiety

Document Type : Research Paper

Author

Allameh Mohaddes Nouri University; PhD Holder of TEFL from the University of Tehran, Iran

Abstract

Although several studies have examined the effectiveness of Artificial Intelligence (AI) tools in enhancing L2 speaking, it remains unclear whether learners with low and high levels of anxiety benefit similarly from AI-based instruction. The present study examined the extent to which learners with varying levels of anxiety, specifically high and low, benefit from an AI-based speaking assistant, Character AI. This research involved 30 intermediate EFL learners from a language institute, who were identified and labeled as high-anxiety (HA) and low-anxiety (LA) groups based on their anxiety scores. Following a sequential explanatory mixed-methods design, the initial phase involved administering the Oxford Placement Test (OPT) to determine participants' language proficiency, followed by a pre-test that served as a benchmark of their speaking proficiency before exposure to the Character AI app. Over the course of the study, participants engaged with Character AI for speaking practice and feedback. The results showed that Character AI-based support was beneficial for promoting FL speaking by fostering enhanced interaction and oral communication. It was also observed that learners with lower initial anxiety levels demonstrated greater improvements in speaking, implying that anxiety may moderate the benefits of AI-driven educational technologies. The qualitative findings underscore the potential of AI technologies as robust tools in L2 speaking, facilitating personalized, interactive, and learner-centric learning experiences. The present outcomes provide substantial insights into the interactions between psychological factors, technological integration, and language acquisition within the English as a Foreign Language (EFL) framework.

Keywords

Main Subjects

References

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Teaching English as a Second Language Quarterly
Volume 45, Issue 1
January 2026
Pages 109-134

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  • Receive Date: 23 April 2025
  • Revise Date: 29 June 2025
  • Accept Date: 08 July 2025

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