The Effects of AI-Powered Interactive Storytelling on EFL Learners’ Speaking Anxiety and Willingness to Communicate

Articles in Press

Document Type : Research Paper

Authors

1 دانشگاه اصفهان Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Iran

2 Department of English language and literature, Faculty of Foreign Languages, University of Isfahan

10.22034/elt.2026.73698.2888

Abstract

This quasi-experimental mixed methods study investigated the effects of AI supported interactive storytelling; non-AI e-platform storytelling; and traditional oral storytelling on Foreign Language Speaking Anxiety (FLSA) and Willingness to Communicate (WTC) with 300 EFL Iraqi university students during a 14-week treatment period. Measures used to assess FLSA and WTC included validated questionnaires, while additional qualitative data were obtained from semi-structured interviews. Comparison of the three instructional conditions indicated statistically significant differences. Specifically, the AI supported storytelling condition experienced the largest decrease in speaking anxiety (Δ = −17.04 FLCAS points); and the largest increase in WTC Δ = +17.71 points). The results from this study also found that the AI supported group outperformed both comparison groups. Additionally, these results held even when accounting for pre-intervention differences. Five interconnected themes emerged from qualitative data collection which described participants' experiences: non-evaluated privacy; error tolerant feedback; mastery driven confidence; emergence of communicative readiness; and autonomous pacing control. These results suggest that an AI mediated learning environment, which provides a supportive psychological space for learners, can promote learner communication while at the same time reduce learner anxiety.

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Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 08 September 2026

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