1 Introduction

Discusses the importance of oral communication in foreign language learning and the challenges of learner apprehension and anxiety. Highlights the role of positive emotions in alleviating negative emotions, enhancing learning engagement, and improving oral proficiency. Introduces the application of generative artificial intelligence (GAI) in foreign language education and its advantages in fostering learners' positive emotions and language skills. This study aims to explore the impact of GAI-assisted oral practice on foreign language learners' levels of oral enjoyment and reveal its intervention mechanisms, providing insights for the integration of technology in foreign language education.

2 Literature Review

Examines the influence of emotional variables in second language acquisition, particularly the role of positive emotions in foreign language teaching. In recent years, research on positive second language emotions has increased, with studies on enjoyment playing a leading role. Research on enjoyment contributes to improving learners' language skills and promoting their psychological well-being. Studies have primarily focused on foreign language classroom enjoyment, with growing interest in skill-specific enjoyment in the past two years. Jin & Qin (2024) developed a scale to effectively measure Chinese university students' oral enjoyment. Tsang & Lee (2024) explored factors influencing classroom enjoyment, finding that oral enjoyment is affected by the fun and interactivity of speaking activities. Ding et al. (2024) found that presentation enjoyment stems from peers' positive reactions and effective group collaboration. Chang et al. (2024) demonstrated that foreign language oral enjoyment significantly impacts the accuracy, fluency, and lexical richness of oral expression. However, no studies have explored how to enhance learners' foreign language oral enjoyment. GAI technology shows great potential in foreign language teaching and learning, aiding in language skill development, increasing learning engagement, enhancing motivation, and stimulating enjoyment. This study investigates the impact of GAI-assisted oral practice on foreign language oral enjoyment and the mechanisms of this intervention.

3 Research Design

Describes the design of an intervention study on university students' English oral enjoyment using generative artificial intelligence. Participants included 90 first-year students divided into an experimental group and a comparison group, each with 45 participants matched for age, gender, and English proficiency to ensure comparability. Research tools included the "English Oral Enjoyment Scale" and GAI software. The scale assessed oral enjoyment, while the GAI software provided interactive dialogue and real-time feedback. The experiment lasted 12 days, with the experimental group engaging in 30-minute daily conversations with the GAI software on topics from college English textbooks. The experimental group submitted written reflections every four days. Both groups completed the scale before and after the experiment, while the comparison group had no oral tasks. Data analysis included quantitative and qualitative methods: paired-sample t-tests and one-way ANCOVA for quantitative analysis, and thematic analysis for qualitative data.

4 Results

Presents detailed findings from the GAI-assisted intervention study on university students' English oral enjoyment. Quantitative analysis revealed a significant increase in oral enjoyment for the experimental group post-intervention, while the comparison group showed no significant change. Paired-sample t-tests and one-way ANCOVA confirmed the experimental group's improvement. Qualitative analysis uncovered the mechanisms of GAI-assisted oral practice, including the software's convenience, intelligence, and interactivity, as well as its ability to provide personalized feedback, create dialogue scenarios, and offer emotional value. Participants' reflections indicated that GAI-assisted practice enhanced language knowledge and application, improved linguistic intuition and speaking skills, and led to progress in vocabulary, grammar, pronunciation, and sentence structure. Additionally, participants experienced various positive emotions during or after GAI interactions, such as relaxation, achievement, and happiness, while negative emotions like tension and anxiety were alleviated. Self-efficacy and learning motivation also improved due to GAI-assisted training.

5 Discussion

Discusses the results of the GAI-assisted intervention study on university students' English oral enjoyment. Quantitative analysis confirmed a significant increase in oral enjoyment for the experimental group, while the comparison group remained unchanged. Qualitative analysis identified seven influencing factors: 1) A positive oral practice environment, including scaffolding, instant feedback and correction, and positive reinforcement; 2) Low-pressure, high-tolerance GAI interactions that reduce negative evaluation; 3) GAI's strong language proficiency and knowledge base, enhancing learner engagement; 4) The technology acceptance model, where GAI's ease of use and usefulness increase user willingness; 5) Development of oral proficiency and language application, fulfilling psychological needs and enhancing well-being; 6) Stimulation of positive emotions and mitigation of negative emotions, with emotional reciprocity influencing oral enjoyment; 7) Enhanced self-efficacy, boosting confidence in speaking and English learning. These factors interact to shape students' oral enjoyment. The study also revealed complex interactions among self-efficacy, motivation, emotions, and second language proficiency. By combining advancements in educational technology with oral enjoyment research, this mixed-methods study demonstrates that GAI-assisted oral practice stimulates enjoyment and positively impacts foreign language learning. The findings suggest that foreign language teachers should embrace digital technologies, improve digital literacy, integrate digital teaching content, and enhance the relevance and engagement of teaching and learning to foster both knowledge and emotional growth.

6 Conclusion

Summarizes the effectiveness of GAI-assisted oral practice in enhancing foreign language oral enjoyment and identifies multiple influencing factors, including a positive practice environment, skill development, knowledge application, emotional stimulation and suppression, self-efficacy, and motivation. Emphasizes the preliminary nature of the study and recommends further research to validate the intervention in diverse settings and populations. Future studies should explore GAI's impact on varied oral emotions and proficiency levels to deepen understanding of its potential in foreign language education.