Abstract
This study is grounded in Krashen's Affective Filter Hypothesis, and it investigates how interactive and AI environments mitigate Foreign Language Speaking Anxiety (FLSA). While prior research has extensively explored commercial AI platforms, a critical empirical gap exists regarding researcher-developed self-hosted AI chatbots in high-anxiety EFL contexts. This study addresses this gap by analyzing the pedagogical impact of a localized AI tool at one University. A quasi-experimental design was adopted with a sample of N = 45 EFL learners (experimental group n = 25; control group n = 20). The intervention employed a self-hosted AI voice chatbot based on GPT-4o-realtime-preview API. It is designed as an oral production environment, while the control group received traditional classroom instruction. Data were collected using the Foreign Language Speaking Anxiety Scale, and they were analyzed using independent-samples t-tests. The results revealed a significant reduction in anxiety levels for the experimental group (p < .001), with a large effect size (Cohen's d = 1.48). Post-test scores for the experimental group decreased significantly (M = 2.61, SD = 0.38) compared to the control group (M = 3.28, SD = 0.41), t(43) = 7.89. The participants demonstrated enhanced linguistic confidence and a 30–38% reduction in avoidance behaviors, suggesting an increased willingness to communicate in peer and classroom interactions. These findings indicate that localized AI-driven conversational agents provide a "psychological safety net" that fosters risk-taking and learner autonomy. This study offers empirical evidence that adapted AI tools as viable pedagogical instruments for overcoming psychological barriers in restrictive EFL settings.
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Copyright (c) 2026 Abdusalam Benarose, Mohamed Hmouma (Author)