Communicative Anxiety in English Language Learning: A Theoretical Review of AI-Mediated Safe Learning Environments

Abstract

Communicative anxiety is a set of feelings and emotions, such as fear, insecurity, and tension, collectively known as language anxiety, which arise when speaking or interacting in a foreign language. In the process of learning English, students often face mental and emotional barriers when participating in oral activities in the classroom. During childhood and adolescence, stages that are particularly sensitive to the opinions of others, students may fear being judged or evaluated by their peers. This situation increases anxiety during communicative activities and limits the development of linguistic skills, especially oral expression. In recent years, technological advances in education have opened new perspectives for teaching and learning English. In the era of artificial intelligence, various programs, platforms, and applications have emerged to support students in developing communicative skills. For instance, AI chatbots allow learners to practice the language privately, receive immediate feedback without fear of judgment, and repeat exercises as needed, which can help reduce anxiety. The objective of this study is to analyze, through a literature review, the relationship between communicative anxiety in English language learning and the use of artificial intelligence tools such as chatbots. To achieve this, a documentary review of studies related to these topics in educational contexts was conducted. The reviewed studies indicate that emotional barriers, such as language anxiety, can negatively affect students’ performance in oral activities. However, the use of artificial intelligence tools, particularly chatbots, can create safer and less intimidating environments for language practice through individualized interaction and the absence.