ARTIFICIAL INTELLIGENCE AS A TOOL FOR REDUCING LANGUAGE ANXIETY AND ENHANCING ENGLISH LANGUAGE LEARNING: A HYBRID PEDAGOGICAL PERSPECTIVE
Keywords:
artificial intelligence, English language learning, language anxiety, AI chatbots, digital avatars, generative AI, personalized learning, speaking practice, teacher role, hybrid education.Abstract
The article examines the role of artificial intelligence in reducing learners’ fear of speaking English and transforming traditional approaches to foreign language education. The study focuses on AI-powered conversational platforms, generative language models, digital avatars and teacher-assistant tools that support personalized, interactive and psychologically safe learning. Based on a conceptual analysis of current AI-based educational practices, the article identifies five key pedagogical effects: reduction of speaking anxiety, continuous access to language practice, multimodal feedback, automation of routine teaching tasks and the formation of a hybrid teacher–AI model. The findings indicate that AI can create a low-pressure environment where learners practise English without fear of judgement, receive immediate feedback and develop communicative confidence. At the same time, the article emphasizes that AI cannot replace human empathy, ethical responsibility and pedagogical intuition. The most effective model is therefore not fully automated education, but a balanced system in which artificial intelligence strengthens the teacher’s professional capacity.
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