Foreign language anxiety (FLA) is common among language learners, particularly among students in Asian countries (Gao, 2023). It negatively affects both learners’ language performance (Teimouri et al., 2019) and their overall learning experience. For English as a Foreign Language (EFL) learners, the lack of opportunities for authentic conversation outside the classroom makes it even more difficult to overcome this negative emotion. In recent years, the integration of generative AI (GenAI), such as ChatGPT, into language learning has attracted growing interest from educators and researchers. New features such as Live Mode, which enables real-time spoken interaction anytime and anywhere, provide language learners with expanded opportunities to practice speaking outside the classroom. These opportunities may help motivate EFL learners and reduce their FLA.

This study examines the effectiveness of integrating ChatGPT into out-of-class speaking practice to reduce learners’ anxiety among 90 undergraduate students in Japan. Over a 15-week semester, participants engaged in three-minute conversations using ChatGPT’s audio function on the mobile version. Pre- and post-intervention questionnaires were administered to assess learners’ anxiety levels as well as their perceptions of ChatGPT in language learning. The pre-test results indicated that, in general, students experienced anxiety when learning English. After a semester of out-of-class conversational practice with ChatGPT, however, students’ anxiety levels did not change significantly. The findings therefore suggest that no statistically significant pre-post changes in learners’ FLA were observed in this study.

The post-survey also included open-ended questions to obtain more detailed information about participants’ perceptions of using ChatGPT for speaking practice. Most students reported a positive attitude, although some expressed concerns and apprehension about using ChatGPT for English learning. Among the reported benefits, the most frequently mentioned was increased opportunities for speaking practice, followed by convenience and reduced anxiety. At the same time, students also reported issues such as interruptions and a lack of naturalness. Although no statistically significant changes were found in learners’ anxiety levels, the generally positive attitudes reported by participants suggest that ChatGPT remains a promising tool for supporting language learning. These findings also indicate that its effectiveness may need to be examined through more frequent use and over a longer period. To achieve better learning outcomes with GenAI tools, teachers should consider learners’ preferences and acceptance of such tools and provide continuous guidance throughout the learning process.