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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Al-Saad, Hussein, Amirian, Zahra, Amiryousefi, Mohammad. (1405). The Effects of AI-Powered Interactive Storytelling on EFL Learners’ Speaking Anxiety and Willingness to Communicate. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2026.73698.2888
Hussein Al-Saad; Zahra Amirian; Mohammad Amiryousefi. "The Effects of AI-Powered Interactive Storytelling on EFL Learners’ Speaking Anxiety and Willingness to Communicate". سامانه مدیریت نشریات علمی, , , 1405, -. doi: 10.22034/elt.2026.73698.2888
Al-Saad, Hussein, Amirian, Zahra, Amiryousefi, Mohammad. (1405). 'The Effects of AI-Powered Interactive Storytelling on EFL Learners’ Speaking Anxiety and Willingness to Communicate', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2026.73698.2888
Al-Saad, Hussein, Amirian, Zahra, Amiryousefi, Mohammad. The Effects of AI-Powered Interactive Storytelling on EFL Learners’ Speaking Anxiety and Willingness to Communicate. سامانه مدیریت نشریات علمی, 1405; (): -. doi: 10.22034/elt.2026.73698.2888

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

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 شهریور 1405
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2026.73698.2888
نویسندگان
Hussein Al-Saad1؛ Zahra Amirian* 2؛ Mohammad Amiryousefi1
1دانشگاه اصفهان Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Iran
2Department of English language and literature, Faculty of Foreign Languages, University of Isfahan
چکیده
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.
کلیدواژه‌ها
Speaking anxiety؛ willingness to communicate؛ AI-powered tools؛ affective filter؛ quasi-experimental؛ storytelling؛ thematic analysis
آمار
تعداد مشاهده مقاله: 6


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