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Shu-ling Chen, National Sun Yat-sen University, TaiwanAbstract
Self-confidence is a key affective factor that shapes learners’ willingness to communicate. However, research on the integration of AI technology in affective domains of foreign language learning remains limited. This study investigates EFL university students’ self-confidence in speaking English with AI-assisted learning and explores the potential of integrating role-play project-based with AI-assisted learning (PBaiL) in classroom instruction. A longitudinal 2x3 mixed-methods design was employed to examine the participants’ (N = 55) self-confidence in English speaking performance (SCESP) and to elicit their perceptions of AI tools as linguistic support in building SCESP. The participants at the A2 level of CEFR were assigned to two groups: PBaiL (n = 28) and formal instruction (n = 27). Quantitative data were collected at 3 timepoints over an academic year. The PBaiL group’s learning, motivation, and performance were additionally assessed at the end of the year. Qualitative data were collected at 2 timepoints: through face-to-face interviews at the end of the first semester and via Google Forms at the end of both semesters. Results indicated a significant increase in their self-perceived SCESP for both groups. The PBaiL showed positive outcomes in learning, motivation, and performance; however, their SCESP growth did not significantly exceed that of the formal instruction group. Participants perceived AI tools as effective in helping them manage uncertainty in English language expression, leading to reduced language anxiety and enhanced self-confidence. While ethical challenges remain, these findings suggest that integrating AI technology has the potential to support the affective dimension of English language learning.
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