Exploring Junior High School Students’ Experiences of Self-Confidence in AI Chatbot-Assisted Speaking Activities

Abstract

Artificial Intelligence (AI) chatbots have become an increasingly discussed topic in English Language Teaching (ELT), mainly because they can support speaking practice and help reduce students’ anxiety. However, many studies in this area still focus on easily measurable outcomes, such as speaking scores or performance improvement, with less attention to how students actually experience the learning process and develop their confidence. This study explores junior high school students’ experiences of AI chatbot-assisted speaking activities and their perceptions of self-confidence during the process. A small-scale qualitative approach was used in a classroom setting. Data were collected through students’ short reflective responses after the speaking activities. The findings indicate that AI chatbots can create a more supportive environment for speaking practice. Some students became more willing to participate because they felt less pressure when practising with the chatbot. Even so, their confidence did not develop in a fixed way. Several students still felt hesitant and worried about making mistakes, showing that self-confidence remained dynamic during the learning process. This study suggests that AI tools in ELT should not only be viewed in terms of measurable learning outcomes, but also from the perspective of students’ learning experiences. The findings offer practical insights for teachers who plan to use AI chatbots as supportive tools in junior high school speaking classrooms.