EXPLORING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON FOREIGN LANGUAGE ANXIETY IN LANGUAGE LEARNING (INDONESIA AND ENGLISH)
Keywords:
Artificial Intelligence (AI); Foreign Language Anxiety (FLA); personalized learning; real-time feedback; emotional support.
Abstract
This study explores the impact of Artificial Intelligence (AI) on Foreign Language Anxiety (FLA) among university students (Indonesia and English study Programs). Using a qualitative phenomenological approach, data were collected from 300 students across multiple institutions in the Jabodetabek region. The study examines how AI tools, such as chatbots and adaptive learning platforms, influence students' anxiety levels during foreign language learning. Key findings indicate that AI reduces FLA by providing personalized learning experiences, real-time feedback, and low-pressure environments for language practice. However, some students reported increased anxiety due to the perceived constant monitoring and the lack of human interaction. The study concludes that while AI offers significant benefits in reducing anxiety, it also introduces new forms of stress, particularly related to technological engagement. This paper contributes to the existing literature by addressing the emotional dimensions of AI integration in language education, providing insights for educators on how to balance AI tools with human interaction to maximize the learning experience. Future research should focus on developing AI tools that integrate emotional support alongside cognitive feedback to further mitigate FLA.
References
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Konyrova, L. (2024). The Evolution of Language Learning: Exploring AI’s Impact on Teaching English as a Second Language. Eurasian Science Review, 2(2), 133–138. https://doi.org/10.63034/esr-42
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Liu, C. (2023). A Critical Understanding of Second Language Acquisition From Two Sociolinguistic Strands: The Variationist Approach and the Investment Perspective. Journal of Language Teaching. https://doi.org/10.54475/jlt.2023.006
Liu, M., & Wu, B. (2021). Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers. Sage Open, 11(2), 215824402110165. https://doi.org/10.1177/21582440211016556
Louhiala‐Salminen, L., & Kankaanranta, A. (2011). Professional Communication in a Global Business Context: The Notion of Global Communicative Competence. Ieee Transactions on Dependable and Secure Computing, 54(3), 244–262. https://doi.org/10.1109/tpc.2011.2161844
Ma, Y. (2023). Exploring ChatGPT in Language Teaching for Higher Education in China. Lecture Notes in Education Psychology and Public Media, 18(1), 265–271. https://doi.org/10.54254/2753-7048/18/20231337
Mohtasham, L., & Farnia, M. (2017). English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions. International Journal of Research in English Education, 2(4), 66–79. https://doi.org/10.29252/ijree.2.4.66
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Rastegar, M., Akbarzadeh, M., & Heidari, N. (2012). The Darker Side of Motivation: Demotivation and Its Relation With Two Variables of Anxiety Among Iranian EFL Learners. Isrn Education, 2012, 1–8. https://doi.org/10.5402/2012/215605
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The Role of Artificial Intelligence (AI) in Developing English Language Learner’s Communication Skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990
Sawalmeh, M. H. (2023). Globalization and the Increasing Demand for Spoken English Teachers. Research Journal in Advanced Humanities, 4(2). https://doi.org/10.58256/rjah.v4i2.1097
Setyaningrum, R. W., Purwati, O., & Sabgini, K. N. W. (2022). Exploring Pre-Service Teachers of English for Young Learners Experience: Innovations During Their Teaching Practicum. Jees (Journal of English Educators Society), 7(1). https://doi.org/10.21070/jees.v7i1.1645
Son, J.-B. (2023). Artificial Intelligence Technologies and Applications for Language Learning and Teaching. Journal of China Computer-Assisted Language Learning. https://doi.org/10.1515/jccall-2023-0015
Toyoshima, S. (2023). Performance Tasks as a Mediator to Communicating in English and for Enhancing Language Learner Engagement. https://doi.org/10.31124/advance.13237919
Tran, T. T. H. (2024). AI Tools in Teaching and Learning English Academic Writing Skills. Proceedings of the Asiacall International Conference, 4, 170–187. https://doi.org/10.54855/paic.23413
Ubalde, J., & Alarcón, A. A. (2020). Are All Automation-Resistant Skills Rewarded? Linguistic Skills in the US Labour Market. The Economic and Labour Relations Review, 31(3), 403–424. https://doi.org/10.1177/1035304620903152
Vogel, J. (2023). Critical Communicative Competence: The Interplay of Cognitive Flexibility, Language Awareness, and Cultural Awareness. https://doi.org/10.5772/intechopen.1003880
Wang, S. (2023). The Correlation Between Anxiety Levels and Foreign Language Learning Among University Students. Pacific International Journal, 6(2), 206–209. https://doi.org/10.55014/pij.v6i2.385
Wei, L. (2023). Artificial Intelligence in Language Instruction: Impact on English Learning Achievement, L2 Motivation, and Self-Regulated Learning. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1261955
Xodabande, I., & Babaii, E. (2021). Directed Motivational Currents (DMCs) in Self-Directed Language Learning: An Interpretative Phenomenological Analysis. Journal of Language and Education, 7(3), 201–212. https://doi.org/10.17323/jle.2021.12856
YILDIZ, T. A. (2023). The Impact of ChatGPT on Language Learners’ Motivation. Journal of Teacher Education and Lifelong Learning, 5(2), 582–597. https://doi.org/10.51535/tell.1314355
Zhang, P. (2024). Design and Implementation of English-Chinese Translation Teaching Platform Based on Deep Learning. Jes, 20(3s), 1746–1755. https://doi.org/10.52783/jes.1714
Al-Shboul, M. M., Ahmad, I. S., Nordin, M. S., & Rahman, Z. A. (2013). Foreign Language Reading Anxiety in a Jordanian EFL Context: A Qualitative Study. English Language Teaching, 6(6). https://doi.org/10.5539/elt.v6n6p38
Annamalai, N. (2023). Exploration of Undergraduate Students Lived Experiences of Using a Chatbot for English Language Learning. International Journal of English Language and Literature Studies, 12(3), 254–268. https://doi.org/10.55493/5019.v12i3.4876
Botes, E., Dewaele, J., & Greiff, S. (2020). The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-Analysis. Journal for the Psychology of Language Learning, 2(1), 26–56. https://doi.org/10.52598/jpll/2/1/3
Brushnevska, I., Ribtsun, J., Stasiuk, L., Ильина, Н. П., Vasylehko, I., & Kolodiazhna, V. (2021). Psycholinguistic Preconditions of Speech Formation of Children With General Speech Retardation. Brain Broad Research in Artificial Intelligence and Neuroscience, 12(4), 263–277. https://doi.org/10.18662/brain/12.4/249
Chen, Y. (2023). Pandoras Pixel Box: The Rise of AI Art and the Ethical Dilemma of Creativity. Lecture Notes in Education Psychology and Public Media, 28(1), 135–143. https://doi.org/10.54254/2753-7048/28/20231315
Dai, Y., Chai, C. S., Lin, P.-Y., Jong, M. S., Guo, Y., & Jian-jun, Q. (2020). Promoting Students’ Well-Being by Developing Their Readiness for the Artificial Intelligence Age. Sustainability, 12(16), 6597. https://doi.org/10.3390/su12166597
Dewaele, J. (2013). The Link Between Foreign Language Classroom Anxiety and Psychoticism, Extraversion, and Neuroticism Among Adult Bi‐ and Multilinguals. Modern Language Journal, 97(3), 670–684. https://doi.org/10.1111/j.1540-4781.2013.12036.x
Dewaele, J., & MacIntyre, P. D. (2014). The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Ehrenreich, S. (2010). English as a Business Lingua Franca in a German Multinational Corporation: Meeting the Challenge. Journal of Business Communication, 47(4), 408–431. https://doi.org/10.1177/0021943610377303
Ghoni, D. A. (2023). Kedwibahasaan Dan Diglosia Dalam Pembelajaran Bahasa Sunda Di SMA Kota Bandung. Lokabasa. https://doi.org/10.17509/jlb.v13i2.55719
Gyawali, Y. P. (2022). Artificial Intelligence in English Language Teaching: Navigating the Future With Emerging Perspectives. Journal of Language and Linguistics in Society, 26, 21–27. https://doi.org/10.55529/jlls.26.21.27
Haristiani, N. (2019). Artificial Intelligence (AI) Chatbot as Language Learning Medium: An Inquiry. Journal of Physics Conference Series, 1387(1), 012020. https://doi.org/10.1088/1742-6596/1387/1/012020
Helm, F., Baroni, A., & Acconcia, G. (2023). Global Citizenship Online in Higher Education. Educational Research for Policy and Practice, 23(1), 1–18. https://doi.org/10.1007/s10671-023-09351-6
Horwitz, E. K. (2001). Language Anxiety and Achievement. Annual Review of Applied Linguistics, 21, 112–126. https://doi.org/10.1017/s0267190501000071
Jaleniauskienė, E. (2023). Artificial Intelligence in Language Education: A Bibliometric Analysis. Sustainable Multilingualism, 23(1), 159–194. https://doi.org/10.2478/sm-2023-0017
Kazemian, M., Khodareza, M., Khonamri, F., & Rahimy, R. (2021). Instruction on Intercultural Communicative Competence. Education & Self Development, 16(1), 21–40. https://doi.org/10.26907/esd16.1.04
Konyrova, L. (2024). The Evolution of Language Learning: Exploring AI’s Impact on Teaching English as a Second Language. Eurasian Science Review, 2(2), 133–138. https://doi.org/10.63034/esr-42
Latifa, H. (2023). Implementing the Merdeka Curriculum in English Language Teaching: A Study of Teacher Learning Steps. Veles Voice of English Language Education Society, 7(3), 640–651. https://doi.org/10.29408/veles.v7i3.24049
Lileikienė, A., & Danilevičienė, L. (2016). Foreign Language Anxiety in Student Learning. Baltic Journal of Sport and Health Sciences, 3(102), 18–23. https://doi.org/10.33607/bjshs.v3i102.61
Liu, C. (2023). A Critical Understanding of Second Language Acquisition From Two Sociolinguistic Strands: The Variationist Approach and the Investment Perspective. Journal of Language Teaching. https://doi.org/10.54475/jlt.2023.006
Liu, M., & Wu, B. (2021). Teaching Anxiety and Foreign Language Anxiety Among Chinese College English Teachers. Sage Open, 11(2), 215824402110165. https://doi.org/10.1177/21582440211016556
Louhiala‐Salminen, L., & Kankaanranta, A. (2011). Professional Communication in a Global Business Context: The Notion of Global Communicative Competence. Ieee Transactions on Dependable and Secure Computing, 54(3), 244–262. https://doi.org/10.1109/tpc.2011.2161844
Ma, Y. (2023). Exploring ChatGPT in Language Teaching for Higher Education in China. Lecture Notes in Education Psychology and Public Media, 18(1), 265–271. https://doi.org/10.54254/2753-7048/18/20231337
Mohtasham, L., & Farnia, M. (2017). English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions. International Journal of Research in English Education, 2(4), 66–79. https://doi.org/10.29252/ijree.2.4.66
Mouboua, P. D. (2024). Language as a Tool for Intercultural Understanding: Multilingual Approaches in Global Citizenship Education. Magna Scientia Advanced Research and Reviews, 11(1), 019–030. https://doi.org/10.30574/msarr.2024.11.1.0071
Rastegar, M., Akbarzadeh, M., & Heidari, N. (2012). The Darker Side of Motivation: Demotivation and Its Relation With Two Variables of Anxiety Among Iranian EFL Learners. Isrn Education, 2012, 1–8. https://doi.org/10.5402/2012/215605
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The Role of Artificial Intelligence (AI) in Developing English Language Learner’s Communication Skills. Journal on Education, 6(1), 750–757. https://doi.org/10.31004/joe.v6i1.2990
Sawalmeh, M. H. (2023). Globalization and the Increasing Demand for Spoken English Teachers. Research Journal in Advanced Humanities, 4(2). https://doi.org/10.58256/rjah.v4i2.1097
Setyaningrum, R. W., Purwati, O., & Sabgini, K. N. W. (2022). Exploring Pre-Service Teachers of English for Young Learners Experience: Innovations During Their Teaching Practicum. Jees (Journal of English Educators Society), 7(1). https://doi.org/10.21070/jees.v7i1.1645
Son, J.-B. (2023). Artificial Intelligence Technologies and Applications for Language Learning and Teaching. Journal of China Computer-Assisted Language Learning. https://doi.org/10.1515/jccall-2023-0015
Toyoshima, S. (2023). Performance Tasks as a Mediator to Communicating in English and for Enhancing Language Learner Engagement. https://doi.org/10.31124/advance.13237919
Tran, T. T. H. (2024). AI Tools in Teaching and Learning English Academic Writing Skills. Proceedings of the Asiacall International Conference, 4, 170–187. https://doi.org/10.54855/paic.23413
Ubalde, J., & Alarcón, A. A. (2020). Are All Automation-Resistant Skills Rewarded? Linguistic Skills in the US Labour Market. The Economic and Labour Relations Review, 31(3), 403–424. https://doi.org/10.1177/1035304620903152
Vogel, J. (2023). Critical Communicative Competence: The Interplay of Cognitive Flexibility, Language Awareness, and Cultural Awareness. https://doi.org/10.5772/intechopen.1003880
Wang, S. (2023). The Correlation Between Anxiety Levels and Foreign Language Learning Among University Students. Pacific International Journal, 6(2), 206–209. https://doi.org/10.55014/pij.v6i2.385
Wei, L. (2023). Artificial Intelligence in Language Instruction: Impact on English Learning Achievement, L2 Motivation, and Self-Regulated Learning. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1261955
Xodabande, I., & Babaii, E. (2021). Directed Motivational Currents (DMCs) in Self-Directed Language Learning: An Interpretative Phenomenological Analysis. Journal of Language and Education, 7(3), 201–212. https://doi.org/10.17323/jle.2021.12856
YILDIZ, T. A. (2023). The Impact of ChatGPT on Language Learners’ Motivation. Journal of Teacher Education and Lifelong Learning, 5(2), 582–597. https://doi.org/10.51535/tell.1314355
Zhang, P. (2024). Design and Implementation of English-Chinese Translation Teaching Platform Based on Deep Learning. Jes, 20(3s), 1746–1755. https://doi.org/10.52783/jes.1714
Published
2025-06-14
How to Cite
Aly, A. H., & Didah Nurhamidah. (2025). EXPLORING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON FOREIGN LANGUAGE ANXIETY IN LANGUAGE LEARNING (INDONESIA AND ENGLISH). Ndrumi : Jurnal Ilmu Pendidikan Dan Humaniora, 8(1), 28-45. https://doi.org/10.57094/ndrumi.v8i1.2907
Section
Articles
Copyright (c) 2025 Abdul Hamid Aly, Didah Nurhamidah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
