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AI-Powered Language Learning Tools and Their Impact on EFL Students’ Speaking Anxiety in Jordanian Universities
Open accessAbstract
Speaking anxiety is a persistent challenge for English as a Foreign Language (EFL) students, impacting their fluency, confidence, and academic performance. This study investigates the influence of AI-powered language learning tools on speaking anxiety among Jordanian university students. A survey of 200 students assessed key anxiety factors, coping strategies, AI tool adoption, and barriers to AI integration. Statistical analysis, was used to compare AI users and non-users. Results indicate that while AI tools do not significantly reduce students’ fear of making mistakes or fear of others' reactions, they do have a significant impact on reducing academic pressure. Furthermore, institutional and technological barriers remain primary obstacles to AI adoption. These findings indicate that incorporating AI into EFL instruction should be accompanied by well-structured language support programs to enhance its impact. The study provides insights into how AI can be used alongside traditional TESOL methods to help reduce speaking anxiety.
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“Similar conclusions were drawn by Hoke [37] , who emphasized the importance of emotional intelligence and sustainability in AI-integrated education, and by Wardat and Akour [38] , who identified the impact of AI tools on reducing speaking anxiety among EFL students in Jordan, highlighting both potential and systemic gaps.”
From Teachers' Use of Generative AI in Jordanian Universities: Practices and Perceptions (2025) · cites this paper as [38]
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Research works printed but not linked: 11
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- Salameh, M. Y. A. B. (2022). Speaking anxiety: A study of Jordanian EFL learners. Linguistics and Culture Review, 693-707.
- Duan, Y., & He, H. (2023). Artificial Intelligence and Second Language Acquisition: A Review of AI- Powered Tools for Language Learning. Language Learning & Technology, 27(1), 45-63. https://doi.org/10.1017/S0267190503000044 · DOI
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- Pabro-Maquidato, I. M. (2021). AI-Assisted Language Learning: Can AI Reduce Speaking Anxiety Among EFL Learners? Asian Journal of Applied Linguistics, 8(1), 75-89. https://doi.org/10.1007/s10639-021- 10458-4 · DOI
- Wu, K. (2010). The Relationship Between Language Anxiety and English Speaking Performance. Asian EFL Journal, 13(3), 169-191. https://doi.org/10.5539/elt. · DOI
- Li, S., Shao, T., Yu, Z., & Hirschberg, J. (2024). Using adaptive empathetic responses for teaching English. arxiv.org+3arxiv.org+3al-kindipublisher.com+3
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- Liu, T., Sanchez, J. R., Wang, Y., Yi, X., & Shi, Y. (2023). Exploring and analyzing the effect of avatar's realism on anxiety of English as second language (ESL) speakers. arxiv.org
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Fauzi, I., Hartono, R., Rukmini, D., & Pratama, H. (2025) · Forum for Linguistic Studies · doi:10.30564/fls.v7i9.10192 · Cited by 12
Teachers' Use of Generative AI in Jordanian Universities: Practices and Perceptions
Wardat, S., & Akour, M. (2025) · Forum for Linguistic Studies · doi:10.30564/fls.v7i6.9644 · Cited by 12
“…drawn by Hoke [37] , who emphasized the importance of emotional intelligence and sustainability in AI-integrated education, and by Wardat and Akour [38] , who identified the impact of AI tools on reducing speaking anxiety among EFL students in Jordan, highlighting both potential and systemic gaps.”
Self-citationAlsuwaylim, A. M., Alshehri, M. A., Lamouchi, A., Abdellatif, M. S., Ibrahim, A., & Nemt-allah, M. A. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1834791 · Cited by 7
Voices in Transition: EFL Learners’ Interaction with AI Tools to Improve Speaking
Nufus, Z., & Nadarajan, P. (2025) · MATCHA Journal of Modern Approaches to Communication Humanities and Academia · doi:10.70152/matcha.v1i2.208 · Cited by 2
Alalwi, F. S., Aldossary, S., Jamshed, M., & Mohammed, G. P. (2026) · Journal of Language Teaching and Research · doi:10.17507/jltr.1704.31 · Cited by 1
Shevkun, A. (2026) · Theseus (Ammattikorkeakoulujen)
Ajiza, M., Matari, A. S. A., & Muthmainnah, M. (2026) · MATCHA Journal of Modern Approaches to Communication Humanities and Academia · doi:10.70152/matcha.v2i1.332
Chango, S. C. Q., Pintado, J. A. C., Cobeña, M. J. L., & Carrillo-Patarón, M. E. (2026) · Código Científico Revista de Investigación · doi:10.55813/gaea/ccri/v7/ne2/1721
Metadata
- Authors
- Wardat, S., & Akour, M.
- Affiliations
- Al-Balqa Applied University (JO)
- Prince Sultan University (SA)
- Venue
- Journal of Posthumanism
- Publisher
- Nobel Press Resources
- Published
- 2025-04-10
- Volume
- 5
- Issue
- 3
- ISSN
- 2634-3576 (ISSN-L)
- 2634-3584
- OpenAlex
- W4409334256
- Cited by
- 1
- References
- 0
- Citations by year
- 2026: 1
- FWCI
- 3.60
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Journal of Posthumanism (publishedVersion, cc-by-nc-nd)
- Funders
- Prince Sultan University
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Artificial Intelligence in Education
- Social Sciences › Education › English Language Learning and Teaching
- Keywords
- speaking anxiety, EFL learners, university students, coping strategies, academic stress, AI adoption barriers, fear of making mistakes, fear of negative evaluation, Jordanian universities
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