اثربخشی دستیار صوتی هوش مصنوعی الکسا بر کاهش اضطراب گفتاری و ارتقای یادگیری خودتنظیم

آزاد الله کرمی; فریبا درتاج; علی  دانا

Authors

Azad Allahkarami Assistant Professor of Department of educational sciences, Farhangian University, Tehran, Iran. Author https://orcid.org/0000-0001-8623-6281
Fariba Dortaj Assistant Professor of Educational science, payame noor university, Tehran,Iran Corresponding author https://orcid.org/0009-0005-0431-5370
Ali Dana Assistant Professor of Department of educational sciences, Farhangian University, Tehran, Iran. Author https://orcid.org/0000-0001-8939-1041

Keywords:

foreign language learning, speaking anxiety, Alexa, artificial intelligence, self-regulated learning, cognitive strategies

Abstract

This study aimed to determine the effectiveness of the Alexa artificial intelligence voice assistant in reducing foreign language speaking anxiety and improving cognitive and metacognitive self-regulated learning strategies among Iranian EFL learners. This applied quantitative study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of undergraduate English students at Shahid Bahonar University of Kerman during the 2024–2025 academic year. Fifty eligible students were selected through convenience sampling and randomly assigned to an experimental group and a control group, with 25 participants in each group. During eight intervention sessions, the experimental group received regular instruction and completed 45 minutes of supplementary English-speaking practice with the Alexa application after each session, whereas the control group received only regular instruction. Data were collected using the Foreign Language Classroom Anxiety Scale and the cognitive and metacognitive strategy subscales of the Motivated Strategies for Learning Questionnaire. Data were analyzed in SPSS version 26 using multivariate and univariate analyses of covariance. Multivariate analysis of covariance demonstrated a significant overall effect of the Alexa-based intervention on the combined dependent variables of speaking anxiety, cognitive strategies, and metacognitive strategies (F=266.678, p<0.001, η²=0.949). After controlling for pretest scores, univariate analyses showed a significant group effect on speaking anxiety (F=783.578, p<0.001, η²=0.943), indicating that Alexa significantly reduced learners’ speaking anxiety. A significant effect was also identified for cognitive learning strategies (F=141.778, p<0.001, η²=0.751). However, the intervention did not significantly affect metacognitive learning strategies (F=0.284, p=0.596, η²=0.006). Alexa can effectively reduce foreign language speaking anxiety by providing a private, psychologically safe, and nonjudgmental environment and can strengthen cognitive strategies through repeated practice and immediate interaction. Nevertheless, using a voice assistant alone appears insufficient for developing higher-order metacognitive strategies. AI-supported speaking practice should therefore be accompanied by explicit instruction in goal setting, self-monitoring, reflection, and self-evaluation.

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