Generative AI as an Emotional Safety Space: Exploring the Mechanism of Alleviating Communication Anxiety and Promoting Emotional Expression for Foreign Language Learners Based on Self-Efficacy Theory
Chuyao LiuAbstract
Objective
This study investigates the psychological mechanism through which generative AI enhances foreign language learners' willingness to engage in emotional communication, from the theoretical perspective of self-efficacy. The research aims to examine how AI-assisted language practice influences learners' confidence, reduces communication anxiety, and promotes their emotional expression in target language interactions.
Subjects and Methods
A mixed-methods approach was employed with 180 intermediate-level language learners randomly assigned to experimental and control groups. The experimental group utilized a generative AI conversation platform for 12 weeks, while the control group followed conventional instruction. Measurements included the Foreign Language Communication Self-Efficacy Scale, Willingness to Communicate Questionnaire, and anxiety assessment tools. Structural equation modeling analyzed the relationships between AI usage, self-efficacy development, anxiety reduction, and emotional communication willingness.
Results
Learners using the generative AI platform demonstrated a 40% increase in self-efficacy scores (p < 0.01) and a 35% reduction in communication anxiety (p < 0.01) compared to controls. Their willingness for emotional expression in the target language improved by 45% (p < 0.001). Path analysis revealed that self-efficacy served as a significant mediator, explaining 52% of the relationship between AI-assisted practice and enhanced emotional communication willingness. Qualitative data showed learners felt safer expressing vulnerable emotions with AI feedback.
Conclusions
Generative AI enhances language learners' emotional communication willingness primarily by building self-efficacy and reducing psychological barriers. This mechanism provides valuable insights for developing technology-enhanced language instruction that supports both linguistic competence and psychological well-being in intercultural communication contexts.
Corresponding Author
Chuyao Liu, Guiyang Institute of Information Science and Technology, Guiyang, Guizhou 550025, China.