20
AI CHATBOTS AS CONVERSATIONAL
PARTNERS: A CONFIDENCE BOOSTER TO
EMPOWER SPEAKING PRACTICE
CHATBOTS DE IA COMO COMPAÑEROS DE
CONVERSACIÓN: UN IMPULSO A LA CONFIANZA PARA
POTENCIAR LA PRÁCTICA ORAL
Recibido: 02/09/2025 - Aceptado: 16/06/2026
Josceline Michell Pereira Loor
Asistente de la Empresa Pública de Producción y Desarrollo Estratégico de la
Universidad Estatal de Milagro
Milagro - Ecuador
Master en Enseñanza de Inglés como Lengua Extranjera
Universidad Estatal de Milagro
jpereiral@unemi.edu.ec
https://orcid.org/0009-0009-5423-0307
Justin Ariel Urbina Villon
Estudiante de la Universidad Estatal de Milagro
Milagro - Ecuador
jurbinav@unemi.edu.ec
https://orcid.org/0009-0009-1081-8459
21
AI - chatbots as conversational partners: a condence booster
to empower speaking practice
Pereira, J., Urbina, J., & Olea, N. (julio - diciembre 2026). AI-Chatbots as conversational partners: a condence booster to empower speaking
practice. Sathiri, 21 (2), 20 – 29. https://doi.org/10.32645/13906925.1484
Nicole Stephani Olea Coloma
Estudiante de la Universidad Estatal de Milagro
Milagro - Ecuador
noleac2@unemi.edu.ec
https://orcid.org/0009-0007-9331-6272
Como citar este artículo:
Pereira, J., Urbina, J., & Olea, N. (julio - diciembre 2026). AI-Chatbots as conversational
partners: a condence booster to empower speaking practice. Sathiri, 21 (2),
20 – 29. https://doi.org/10.32645/13906925.1484
22
Pereira, J., Urbina, J., & Olea, N. (julio - diciembre 2026). AI-Chatbots as conversational partners: a condence booster to empower speaking
practice. Sathiri, 21 (2), 20 – 29. https://doi.org/10.32645/13906925.1484
Resumen
La falta de conanza en el proceso de aprendizaje fue identicada como una barrera signicativa
que diculta el desarrollo de la producción del idioma inglés, especialmente porque los estudiantes
presentaron dicultades en la interacción con sus pares, la toma de riesgos y la autoestima. Este estudio
tuvo como objeto examinar cómo la integración de un chatbot innovador e interactivo relacionado
con la inteligencia articial contribuyó a fomentar la interacción y la práctica individual para
fortalecer la conanza oral de los aprendices. Se empleó un diseño de investigación cualitativo, que
incluyó el análisis de datos obtenidos tanto de una revisión de literatura como de la implementación
empírica con estudiantes reales. La intervención incorporó el uso de chatbots como herramientas
para practicar inglés en escenarios comunicativos auténticos, mientras que se aplicaron entrevistas
para recopilar las percepciones de los estudiantes sobre el proceso. Los hallazgos revelaron que
los estudiantes demostraron una mayor independencia en su práctica oral, lo que resultó en una
mejora notable en su conanza al utilizar el idioma. Además, los datos sugirieron que los chatbots
proporcionaron un entorno seguro y de apoyo en el cual los aprendices pudieron experimentar con
el uso del lenguaje sin temor a la evaluación negativa, lo que facilitó una práctica más constante.
En general, el estudio concluyó que el uso de chatbots de IA representó una estrategia pedagógica
efectiva para empoderar a los aprendices y potenciar su seguridad y competencia en la comunicación
oral en inglés.
Palabras clave: inteligencia articial, chatbots, habilidades comunicativas, conanza.
Abstract
Lacking condence in the learning process was identied as a signicant barrier that hinders the
development of English language production particularly because learners struggle with peer
interaction, risk-taking, and self-esteem. is study aimed to examine how the integration of an
innovative and interactive AI-related chatbot contributed to fostering interaction and individual
practice in order to strengthen learners’ speaking condence. A qualitative research design was
employed, which involved the analysis of data obtained from both a literature review and empirical
implementation with real students. e intervention included the use of chatbots as tools for
practicing English in authentic communicative scenarios, while interviews were applied to gather
learners’ perceptions of the process. e ndings revealed that students demonstrated greater
independence in their speaking practice, which resulted in a noticeable improvement in their
condence when using the language. Additionally, the data suggested that chatbots provided a safe
and supportive environment in which learners could experiment with language use without the fear
of negative evaluation, which facilitated more consistent practice. Overall, the study concluded that
the use of AI chatbots represented an eective pedagogical strategy for empowering learners to feel
more secure and capable in English oral communication, highlighting the potential of technology
to transform traditional approaches to language learning and address key aective barriers.
Keywords: articial intelligence, chatbots, speaking skills, condence.
23
AI - chatbots as conversational partners: a condence booster
to empower speaking practice
Pereira, J., Urbina, J., & Olea, N. (julio - diciembre 2026). AI-Chatbots as conversational partners: a condence booster to empower speaking
practice. Sathiri, 21 (2), 20 – 29. https://doi.org/10.32645/13906925.1484
Introduction
Learning a language is inherently tied to communication, which makes speaking skills one of the
most essential abilities to develop when learning English as a Foreign Language. However, speaking
is where most learners tend to struggle due to the lack of instant feedback, anxiety, and opportunities
to practice (Vy & Pham, 2024). Moreover, anxiety is nowadays also recognized as one emotional
component that inuences the language learning process, especially when communicating orally
with others. (Azad Nayyef & Zeravan Ayoub, 2023).
Previous research has shown that anxiety is a key emotional factor that inuences self-
condence, which, according to Ananda & Hastini (2023), plays an essential role in the speaking
process. erefore, it is necessary to empower language production by harnessing tools that would
enable learners to produce the language without feeling nervous or self-conscious about their skills.
is challenge motivated the present research, as it seeks to explore alternatives that combine
technological innovation with pedagogical eectiveness.
Articial Intelligence (AI), recognized as one of the most inuential technologies of the
current era, oers new possibilities to support language learning. In particular, AI chatbots can
simulate conversational partners, oering learners instant feedback, meaningful interaction, and a
low-pressure environment in which to practice. erefore, this study aimed to analyze how the use
of AI chatbots as conversational tools could enhance learners’ autonomy, increase their condence,
and ultimately improve their speaking skills in English.
Materials and Methods
is study adopted a qualitative exploratory case study design in order to examine how AI
chatbots could contribute to reducing students’ anxiety and strengthening their condence in oral
communication (Yin, 2018). e research was motivated by the recurrent observation that learners
often avoid speaking practices or fail to actively engage in peer interaction due to fear of making
mistakes, nervousness, or low self-esteem (Höl & Kasımi, 2022).
Participants and Context
e participants consisted of 70 high school students from 10th grade, between the ages of 13 and
14 who had demonstrated nervousness and insecurity when speaking in English.
According to the Common European Framework of Reference for Languages (CEFR)
their prociency level ranged from Pre A1 to A2. e sample was selected through convenience
sampling, as these learners had consistent access to the internet and technological devices such as
smartphones, tablets or computers. e study was conducted in a high school in Milagro, Guayas,
where the participants engaged with the AI chatbots both inside the classroom and at home over
a period of twelve weeks during the pre-professional practice program. is dual environment
allowed for the observation of their performance in formal and informal learning settings.
Instruments and Procedures
e intervention relied on the integration of AI-powered chatbots, which have been acknowledged
as ecient conversational tools capable of simulating human-like interaction through text or voice
(Labadze et at., 2023). In this study, learners interacted with the chatbot to practice speaking in
24
Pereira, J., Urbina, J., & Olea, N. (julio - diciembre 2026). AI-Chatbots as conversational partners: a condence booster to empower speaking
practice. Sathiri, 21 (2), 20 – 29. https://doi.org/10.32645/13906925.1484
authentic communicative scenarios, receiving instant feedback and corrective suggestions (Hoang
et al., 2023; Omidvar & Meihami, 2025).
e data collection was organized in three sequential phases:
1. Pre-intervention observations, where students’ condence levels and oral prociency
were assessed through an observation checklist adapted from communication apprehension
scales (McCroskey, 1984)
2. Observations during the intervention, where student-chatbot interactions were
monitored to analyze independence, frequency of practice, and anxiety levels.
3. Semi-structured interviews after the intervention, designed to capture learners’
perceptions, emotions, and reections on the use of AI chatbots as conversational partners.
Data Collection and Analysis
e qualitative data collected from students’ interactions with AI chatbots, as well as from
interviews and reective notes, were analyzed using Braun and Clarke’s (2006) six-phase thematic
analysis framework. is approach allowed for a systematic examination of patterns, experiences,
and perceptions regarding learners’ condence and speaking practices.
e analysis began with familiarization with the data, during which all interviews and
observation notes were transcribed and repeatedly read to capture overall impressions and recurring
ideas. In the second phase, initial codes were generated to label relevant features of the data, focusing
on aspects such as anxiety reduction, autonomy, motivation, and language use. During the third
phase, codes were organized into potential themes, grouping similar patterns to identify overarching
concepts that reected students’ experiences with the chatbots. ese preliminary themes were then
reviewed and rened in the fourth phase, ensuring they accurately represented the data across 70
participants from two 10th-grade classes. e fth phase involved dening and naming the themes,
creating clear descriptions of each theme and how it related to the research aim. Finally, the sixth
phase, producing the report, involved integrating representative quotes and detailed explanations
to convey the richness of learners’ experiences and provide insights into the eectiveness of AI
chatbots in fostering speaking condence.
is thematic analysis provided a comprehensive understanding of students’ perceptions and
experiences, highlighting not only changes in condence and engagement but also the contextual
and emotional factors inuencing their language learning process. By focusing solely on qualitative
patterns, the study ensures depth, credibility, and a detailed exploration of the impact of AI chatbots
on oral language development.
For empirical data collection, this investigation implemented two types of AI chatbots
(ChatGPT and Praktica) in English-speaking practice. During each session, the students’ progress
was analyzed and registered in a journal in order to store the information collected.
Besides, interviews were conducted where the students had to speak with the teacher in order
to supervise their progress and gather information. is was performed to test the eectiveness that
AI chatbots oer in boosting the learners’ condence in using the language. During these sessions,
the students dialogued with the teacher about topics that they had practiced using the AI chatbots
and answered some questions to gather information about their experience.
25
AI - chatbots as conversational partners: a condence booster
to empower speaking practice
Pereira, J., Urbina, J., & Olea, N. (julio - diciembre 2026). AI-Chatbots as conversational partners: a condence booster to empower speaking
practice. Sathiri, 21 (2), 20 – 29. https://doi.org/10.32645/13906925.1484
Materials and Technologies
e study utilized an AI-based chatbot adaptable for learning English as a Foreign Language
(EFL), accessible via both desktop and mobile devices. is tool allowed learners to practice
casual and academic conversations while receiving immediate corrective feedback. Previous studies
have highlighted the role of AI in education as a transformative technology that improves learner
motivation and engagement (Moybeka et al., 2023)
Ethical Considerations
Parental consent and student assent were obtained prior data collection. Anonymity was preserved
by assigning pseudonyms, and participation was voluntary with the option to withdraw at any time.
Results and discussion
Considering the importance of implementing AI chatbots as conversational partners, this study
applied ChatGPT and Praktica to a sample of students who were mostly self-conscious and not
condent when speaking in English. For this, the results have been divided into three main parts.
Observations prior to the application of AI chatbots
Before applying ChatGPT and Praktica, it could be observed that all participants felt nervous and
insecure when they were speaking in English. Additionally, the students’ speaking skills were tested
in order to know about their needs and areas of improvement. However, it was identied that it was
mostly a matter of self-condence and lack of practice rather than just language prociency.
Observations during the application of AI chatbots
After the diagnosis process, students were introduced to the two AI chatbots and their features,
implementing some demonstrations to engage and motivate learners to use them wisely. ey were
also provided a practice schedule for in-class and home practice. As a result of this, all observations
made in class and the videos they recorded at home interacting with ChatGPT or Praktica show
that their uency and use of English was more ecient and uent when using a Chatbot, because
when their performance was compared with how they used to speak in front of their classmates,
a big dierence could be identied, which demonstrates that using AI conversational partners is
useful to lower students’ pressure and anxiety, proving that self-condence is a key factor in speaking
(Jiang, 2022)
Furthermore, to deep more into the results obtained using the AI chatbots implemented,
they were analyzed individually to know their impact on boosting the students’ condence and
empowering their speaking practice
26
Pereira, J., Urbina, J., & Olea, N. (julio - diciembre 2026). AI-Chatbots as conversational partners: a condence booster to empower speaking
practice. Sathiri, 21 (2), 20 – 29. https://doi.org/10.32645/13906925.1484
Table 1
ChatGPT and Praktica Results as AI Chatbots
AI Chatbot Objective Results
ChatGPT
To engage in real-based conversations
using the voice chat to develop uency
and spontaneity in practical contexts and
students’ level of prociency.
Less fear at the moment to speak and
share ideas about dierent topics.
Fosters independence in speaking
practice.
Learners show more condence
Lowers the pressure and boosts students’
performance.
Instant feedback for improvement.
Praktica
To provide a set of topics to manage
dierent vocabulary through interactive
conversations with instant feedback.
Interaction during the sessions and
chances to talk.
More interaction and knowledge about
specic topics.
Management of useful and meaningful
vocabulary according to the level.
Increases self-condence.
Interview results
rough the application of interviews, learners could share their experience on how eective and
useful they consider ChatGPT and Praktica were for speaking development, considering condence
as a primary factor of inuence. For this, some of their answers were:
Table 2
Opinion of Participants Regarding the Use of AI Chatbots
Students Experience
Student 1
“Using these tools was helpful because they do not make me feel nervous, because
I know they will not judge me.”
Student 2
“ese tools allowed me not just to practice my speaking but also made me feel like
I can talk about anything with someone.”
Student 3
“I loved the voice chat in ChatGPT, because it is like talking with a real person, but
the best part is that it doesn’t make me feel nervous because it is just a bot.”
Student 4
“I liked using Praktica because I can go at my own pace and practice with an AI-
generated avatar as a tutor, which is fun and surprisingly makes me feel condent.
27
AI - chatbots as conversational partners: a condence booster
to empower speaking practice
Pereira, J., Urbina, J., & Olea, N. (julio - diciembre 2026). AI-Chatbots as conversational partners: a condence booster to empower speaking
practice. Sathiri, 21 (2), 20 – 29. https://doi.org/10.32645/13906925.1484
Students Experience
Student 5
“I loved Praktica, because I could set my goal to adjust lessons to my level, and
talking with a tutor bot was an experience that helped me improve my speaking a
little more.”
According to the gathered data and information through observations and interviews, it is
necessary to mention that condence is essential in the speaking process, because it inuences how
students share their ideas and feel when interacting with others. (Satri et al., 2024). erefore,
AI chatbots are useful tools that help learners interact, practice, and develop their communicative
skills at their own pace and talk about something that they like with an AI-generated conversational
partner that makes them feel condent and safe. us, these tools play a crucial role in lowering
the anxiety, fear of being judged at the moment to participate and express their ideas or thoughts in
another language, promoting an interactive learning environment. (Alexandara, 2023)
Conclusion
In conclusion, this study revealed that a lack of self-condence and anxiety are signicant barriers
that inuence EFL learners, obstructing their speaking performance. e ndings demonstrated
that AI chatbots, such as ChatGPT and Praktica, functioned eectively as conversational partners,
enabling students to practice oral communication in a low-pressure environment. e thematic
analysis highlighted that learners experienced increased autonomy, reduced fear or negative
evaluation, and enhanced motivation to participate in speaking activities. Additionally, students
appreciated the opportunity to engage in conversations tailored to their interests and prociency
levels, which allowed for individualized learning and self-paced practice. ese outcomes conrm
that integrating AI chatbots into EFL instruction can empower learners to overcome aective
barriers, strengthen their communicative skills, and build greater condence when speaking in
front of teachers or peers. Overall, the study emphasizes the pedagogical potential of AI-based
conversational tools in fostering meaningful language learning experiences and suggests that their
inclusion can transform traditional speaking activities by providing consistent, interactive, and
supportive practice opportunities.
28
Pereira, J., Urbina, J., & Olea, N. (julio - diciembre 2026). AI-Chatbots as conversational partners: a condence booster to empower speaking
practice. Sathiri, 21 (2), 20 – 29. https://doi.org/10.32645/13906925.1484
Recommendations
Implementing AI chatbots improved the teaching and learning process and boosted the students’
condence, empowering their speaking practice without anxiety and fear of making mistakes.
Besides, these tools transform education and foster motivation, participation, collaboration, and
interaction among the students, providing engaging experiences. us, AI in education oers
opportunities for growth and innovation in an environment where the learners enjoy the process.
For that reason, it is recommended to:
• Foster the use of AI tools to empower students to practice their speaking skills
using technological resources that increase their motivation and condence.
• Motivate and capacitate teachers on how to integrate AI technology into the
teaching and learning process.
• Capacitate students on how to use AI tools responsibly.
• Keep researching how the integration of AI chatbots can be benecial for a wider
sample of students.
• Make further research on how AI chatbots can be used not only for speaking skills
but also to develop writing competencies.
29
AI - chatbots as conversational partners: a condence booster
to empower speaking practice
Pereira, J., Urbina, J., & Olea, N. (julio - diciembre 2026). AI-Chatbots as conversational partners: a condence booster to empower speaking
practice. Sathiri, 21 (2), 20 – 29. https://doi.org/10.32645/13906925.1484
References
Alexandara, H. (2023). Role of AI in education. Injurity: Interdisciplinary Journal and Humanity, 2(3),
260–268. https://radensa.ru/wp-content/uploads/2024/05/Role_of_AI_in_Education.pdf
Ananda, N., & Hastini, H. (2023). A Study on Self-Condence Impact of ELF Students’ Speaking.
Journal of General Education and Humanities, 2(3), 237–246. https://doi.org/10.58421/
gehu.v2i3.158
Azad Nayyef, M. A., & Zeravan Ayoub, A. (2023). Students’ speaking anxiety in EFL classroom.
International Journal of English Literature and Social Sciences, 8(2), 100–107. https://doi.
org/10.22161/ijels.82.14
Hoang, N. T., Han, D. N., & Le, D. H. (2023). Exploring Chatbot AI in improving vocational
students’ English pronunciation. AsiaCALL Online Journal, 14(2), 140–155. https://doi.
org/10.54855/acoj.231429
Höl, D., & Kasımi, Y. (2022). A growing dilemma: English speaking anxiety-in-EFL classrooms:
A review of research. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 28, 421–438. https://
doi.org/10.29000/rumelide.1132581
Jiang, R. (2022). How does articial intelligence empower EFL teaching and learning nowadays? A
review on articial intelligence in the EFL context. Frontiers in Psychology, 13. https://doi.
org/10.3389/fpsyg.2022.1049401
Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: Systematic
literature review. International Journal of Educational Technology in Higher Education, 20(1),
56. https://doi.org/10.1186/s41239-023-00426-1
Moybeka, A. M. S., Syariatin, N., Tatipang, D. P., Mushthoza, D. A., Dewi, N. P. J. L., & Tineh,
S. (2023). Articial intelligence and English classroom: e implications of AI toward
EFL students’ motivation. Edumaspul: Jurnal Pendidikan, 7(2), 2444–2454. https://
www.academia.edu/116931643/Artificial_Intelligence_and_English_Classroom_The_
Implications_of_AI_Toward_EFL_Students_Motivation
Omidvar, S., & Meihami, H. (2025). Exploring the “what” and “how” of opportunities and
challenges of AI in EFL teacher education. Computers and Education: Articial Intelligence,
9, 100443. https://doi.org/10.1016/j.caeai.2025.100443
Satri, R., Alnedral, Gusril, Wahyuri, A. S., & Ockta, Y. (2024). e impacts of the project-based
learning and problem-based learning models with self-condence on students’ learning
outcomes. Indonesian Research Journal in Education |IRJE|, 8(1), 269–283. https://www.
researchgate.net/publication/383359221_e_Impacts_of_the_Project-Based_Learning_
and_Problem-Based_Learning_Models_with_Self-Condence_on_Students’_Learning_
Outcomes
Vy, N., & Pham, V. P. H. (2024). AI chatbots for language practices. 1(1), 56–67. https://doi.
org/10.54855/ijaile.24115
