The Influence of AI Tools on Pronunciation Anxiety: A Comparative Case Study of Students at the National University of Science and Technology

Abstract

Pronunciation anxiety is a common challenge in second language learning, impacting several learners’ performance. This study examines the difference in pronunciation anxiety between students who utilize AI-powered language tools and those who do not. For this purpose, a quantitative case study design is employed by students at the School of NUST, i.e., the Institute of Environmental Science and Engineering (IESE). The data is collected from 30 students through a structured questionnaire measuring pronunciation anxiety. The collected data is analyzed using descriptive statistics and an independent t-test in SPSS software. The findings reveal that there is a statistical difference in pronunciation anxiety between students who use AI language tools and those who do not, i.e., t (28), p < 0.01. In addition, Cohen’s d is found to be extremely large, indicating a substantial difference between the two groups. These results highlight the influence of AI learning assistance in language. It plays a role in reducing affective filters associated with second language acquisition. The study contributes to the growing body of research on the practical implications of technology across the educational context.