ChatGPT as a Tool for Reducing Anxiety and Enhancing Presentation Skills: Perspectives of Saudi EFL Students

Abstract

This mixed-methods exploratory study specifically investigates Saudi EFL students to explore how a tool like ChatGPT can address the unique linguistic and academic challenges they face when creating presentations in a non-native language. The research recognizes that while ChatGPT offers extensive support, its primarily English-based interface presents a potential barrier. Twenty-six Level 8 undergraduate Saudi EFL students from Majmaah University participated. Quantitative data were collected via a 20-item questionnaire on ChatGPT perceptions and attitudes, and the 22-item Second Language Writing Anxiety Inventory (SLWAI) measuring somatic, avoidance, and cognitive anxiety among control and experimental groups. Qualitative data came from semi-structured interviews with ten students. Findings indicated generally positive perceptions toward ChatGPT for presentation content creation, with students finding it easy to use, helpful for idea organization, and effective in generating clear content. They showed a strong willingness to continue using it, believing it boosted confidence and preparation. ChatGPT notably reduced cognitive and somatic anxiety during preparation. However, challenges included over-reliance, the need for content modification, and accuracy concerns. The study concludes that ChatGPT significantly supports academic presentation tasks, but its effectiveness relies on responsible use. Educators should provide guidelines and training. Therefore, the findings not only evaluate the tool's impact on anxiety and performance but also provide insights into how non-native speakers navigate this interface to leverage the tool's benefits, which is a crucial aspect of AI literacy in an EFL setting.