THE EFFECT OF SPEECH RECOGNITION TECHNOLOGY ON EFL LEARNERS’ SPEAKING ANXIETY AND MOTIVATION

Abstract

Speaking anxiety and low motivation remain major obstacles for many English as a Foreign Language (EFL) learners, particularly during pronunciation practice. Although students may possess sufficient grammatical knowledge and vocabulary, fear of making pronunciation errors often limits their willingness to speak. This study investigates the impact of Automatic Speech Recognition (ASR) technology on reducing speaking anxiety and enhancing learner motivation. A mixed-method empirical approach was employed with intermediate-level EFL learners who engaged in ASR-based pronunciation practice over a six-week period. Quantitative data were collected through pre- and post-questionnaires measuring anxiety and motivation levels, while qualitative data were obtained from learners’ written reflections. The findings reveal a significant decrease in speaking anxiety and a noticeable increase in learner motivation. The results suggest that ASR technology creates a supportive and low-anxiety learning environment and serves as an effective supplementary tool in pronunciation instruction when combined with teacher guidance.