THE ROLE OF AI-POWERED DUOLINGO AND ELSA SPEAK APPS IN REDUCING LEARNERS’ SPEAKING ANXIETY IN PRIVATE UNIVERSITIES
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Abstract
This study examines speaking anxiety as a significant barrier for English Language Learners (ELL), particularly in non-native contexts such as private universities in Dhaka, Bangladesh. As Artificial Intelligence (AI) is rapidly growing, language learning applications have added AI-based functionalities that are aimed at improving the speaking practice of learners. The study examines the effect of AI-powered apps, namely, Duolingo and ELSA Speak, on students and their speaking anxiety, confidence, and fluency based on such features as individual feedback, games, and adaptive learning mechanisms. In order to gather a set of in-depth information, a mixed-method cross-sectional design that combined both quantitative surveys and qualitative responses was used. The results reveal that speaking anxiety is still widespread among students, and Duolingo and ELSA Speak are considered moderately efficient in reducing anxiety and raising speaking confidence. According to the research, AI-based language learning applications have the potential to serve as an additional resource to the minimization of elements in the development of speaking anxiety and promoting speaking development. The results present context-based evidence from Bangladeshi private higher education universities and give implications for the implementation of AI-based learning tools in language education.
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