AI Speaking Tools and Learner Motivation: A Case Study in English Area Settings

Abstract

Motivation is widely acknowledged as a crucial predictor of success in language learning. However, most existing research on AI speaking tools has primarily focused on cognitive outcomes, such as skill enhancement, often neglecting the motivational aspect. This study examined how the integration of AI speaking tools within the English Area (ErA) immersive program affects the learning motivation of Grade XI students at UPTD SMAN 1 Kalukku, West Sulawesi, Indonesia. Using a qualitative case study approach, data were gathered through semi-structured interviews with ten purposively selected students and analyzed via thematic analysis (Braun & Clarke, 2006). Five key themes of motivation emerged: (1) AI as a catalyst for self-directed practice beyond mandatory sessions; (2) decreased speaking anxiety facilitated by non-judgmental AI interactions; (3) goal-oriented instrumental motivation linked to career and academic goals; (4) motivation challenges due to connectivity issues and barriers to accessing premium features; and (5) social motivation strengthened by the ErA immersive environment. The findings suggest that AI speaking tools—mainly Google Translate's speaker feature, Duolingo, and ChatGPT—enhanced both intrinsic and extrinsic motivation by providing unlimited, low-pressure practice opportunities. The ErA program also added social pressure that supported individual practice driven by AI. These findings expand the application of Self-Determination Theory and Dornyei's L2 Motivational Self System to AI-enhanced immersive language learning, with notable implications for instructional strategies in resource-limited settings.