Al-powered Pronunciation Feedback: Examining the Role of Anxiety in EFL Context

Addressing pronunciation challenges in English language teaching is particularly complex when instructing anxious learners. This study explores the impact of Artificial Intelligence (AI) applications (e.g. Praktika) on low-anxiety and high anxiety Iranian English as a Foreign Language (EFL) learners' pronunciation skills. The research involved ۳۰ intermediate EFL learners from Vazhe Institute in Amol, Iran, who were divided into two groups based on their anxiety scores. The study followed a pre-test and post-test research design. The initial phase involved administering an OPT Test to establish participants' baseline pronunciation proficiency, followed by a pre-test that served as a benchmark for their pronunciation skills before exposure to the AI tool. Over the course of the study, participants engaged with Praktika for pronunciation practice and feedback. The results indicated that AI tools proved advantageous in promoting Foreign Language (FL) learning by fostering enhanced interaction and oral communication. It was also observed that learners with lower initial anxiety levels demonstrated greater improvements in pronunciation, implying that anxiety may moderate the benefits of AI-driven educational technologies. This study's outcomes significantly contribute to our understanding of the intricate interplay between psychological factors, technology, and language learning in the EFL context. It highlights the importance of considering learners' unique psychological profiles when implementing technologically advanced teaching aids to optimize language acquisition. These findings suggest the integration of AI technologies as effective tools in FL education, offering adaptable, engaging, and learner-centered experiences.

کلیدواژه ها:

AI-powered pronunciation feedback ، Praktika ، anxiety ، Artificial intelligence