Generative Artificial Intelligence and its Role in Mitigating Foreign Language Speaking Anxiety

Abstract

The technology of GenAI has become an important instrument in the learning process for language acquisition and more specifically for helping students overcome FLSA. Providing an environment free of judgment and social threats, GenAI helps students to feel psychologically safe and boosts the efficacy of the teaching process. Using Convergent Parallel Mixed-Methods designs gives strong scientific backing to the findings of this paper, making sure that the reduction in anxiety is not just a number but also reflects students’ real experiences. By combining hard data—like scores from the Foreign Language Classroom Anxiety Scale (FLCAS)—with personal stories, this study can pinpoint the exact "micro-moments" during AI interactions that bring real psychological relief. Numerous studies have proven that artificial intelligence technology helps boost the education process and improve the effectiveness of learning thanks to the personalized approach, real-time feedback and increased motivation and autonomy. However, one should pay attention to some issues associated with the credibility of such interaction and its motivational value. It should be noted that difficulties associated with digital literacy, ethical questions, and learner preference for human evaluation remain relevant challenges in this regard. Combining all the above-mentioned strategic imperatives into one leads to the conclusion about the necessity of introducing a bimodal instructional strategy. Overall, GenAI will undoubtedly become a powerful instrument in helping to achieve this goal and change learning dynamics.