This study examines the use of generative AI, more especially ChatGPT3.5, in English language education and its function in reducing L2 anxiety, a significant obstacle to language acquisition, in the field of computer-assisted language learning. Our research offers pertinent and relevant insights that contribute to the conversation on cutting-edge educational practices considering the quick breakthroughs in AI technology and its growing significance in education. The two main goals of our research are as follows: 1) To examine ChatGPT3.5's effectiveness in improving English conversational ability, and 2) To evaluate its potential to reduce L2 anxiety, a psychological barrier frequently brought on by failure anxiety or a lack of confidence, which is especially common in Asian cultures like Japan. The unique benefit of AI in language learning is its objectivity, which removes the anxiety of being judged and promotes a favorable atmosphere for language practice. We made use of this and created a user-friendly cloud-based web application that makes use of ChatGPT3.5. This platform enables easy and natural interaction with the AI by seamlessly integrating speech recognition and text-to-speech synthesis functionalities. We conducted a four-week experimental study with twenty Japanese university students who used the application for ten minutes each day to support our claims. We measured the impact of this AI-assisted practice on the participants' L2 conversational skills and anxiety levels using English proficiency tests and surveys. According to preliminary results, using ChatGPT3.5 may result in large decreases in L2 anxiety and noticeable enhancements in English conversational skills. This study highlights the potential for generative AI to be used in language learning, offering up fresh possibilities for modern pedagogical approaches. Our research serves as a spark for future discussion on AI's role in language acquisition, opening the door for creative solutions that could completely alter established educational paradigms. We encourage conference attendees to investigate our discoveries and add to this interdisciplinary subject, which is quickly developing.

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Abstract Summary
This study investigates the potential of generative AI (ChatGPT3.5) to improve English language proficiency and reduce second language anxiety (L2). We created an interactive English language application and conducted a four-week study with twenty Japanese university students, engaging them in daily 10-minute English conversations with artificial intelligence. Pre- and post-interaction, an English-speaking proficiency test, and a questionnaire were used to assess the impact of this innovative educational strategy. Preliminary findings indicate that AI-facilitated language practice not only enhanced students' conversational skills but also reduced their L2 apprehension. This study demonstrates an optimistic possibility for incorporating generative AI into L2 education, thereby illuminating a new path for innovative pedagogical strategies.

Authors:
Kotaro Hayashi, Toyohashi University of Technology, Japan
Takeshi Sato, Tokyo University of Agriculture and Technology, Japan

About the Presenter(s)
Kotaro Hayashi received an M. Eng and Ph.D. in engineering from the Nara Institute of Science and Technology, Nara, Japan, in 2007, and 2012, and is currently an assistant professor at the Toyohashi University of Technology.

Connect on Linkedin
https://www.linkedin.com/in/kotaro-hayashi-a69429295/

Connect on ResearchGate
https://www.researchgate.net/

Additional website of interest
https://www.aisl.cs.tut.ac.jp/~hayashik/index-e.html

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