EXAMINING THE ROLE OF AI CONVERSATIONAL BOTS, SPEAKING SKILLS, AND SPEAKING ANXIETY AMONG PAKISTANI ESL UNDERGRADUATE LEARNERS
Keywords:
Artificial Intelligence (AI), Conversational Bots, ESL Learners, Speaking Anxiety, Speaking SkillsAbstract
This study explores the role of AI conversational bots in enhancing English speaking skills and reducing speaking anxiety among Pakistani ESL undergraduate learners. In Pakistan, many university students face difficulties in speaking English fluently due to limited opportunities for oral communication, lack of confidence, and fear of making mistakes. The study adopted a qualitative research design to investigate students’ perceptions and experiences regarding the use of AI-powered conversational tools for speaking practice. Data were collected through semi-structured interviews with undergraduate ESL learners from universities in Karachi, Pakistan. Thematic analysis was employed to analyze the interview data. The findings revealed that students perceived AI conversational bots as supportive tools for improving speaking fluency, pronunciation, vocabulary, and confidence in English communication. Participants also reported that interacting with AI bots created a low-anxiety learning environment that reduced fear of judgment and increased motivation to practice speaking regularly. Moreover, the accessibility and interactive nature of AI-based applications encouraged autonomous learning and continuous engagement in speaking activities. The study highlights the potential of AI conversational bots as innovative technological tools for improving speaking proficiency and minimizing speaking anxiety in Pakistani ESL contexts. The findings may assist language teachers, curriculum developers, and educational institutions in integrating AI-assisted language learning strategies into English language classrooms.
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