Can AI Reduce Acculturative Stress? Exploring the Role of AI-Mediated Speaking Practice in Chinese International Students' Perceived Language Insufficiency, Social Isolation, and Academic Pressure

TL;DR

This study investigates whether AI-mediated speaking practice can help reduce acculturative stress among Chinese students in the UK, showing significant benefits in perceived language insufficiency, social isolation, and academic pressure.

Contribution

It provides empirical evidence that AI-assisted speaking platforms can serve as effective supplementary tools for alleviating communication-related acculturative stress in international students.

Findings

AI practice significantly reduced perceived language insufficiency.

Participants felt more confident in academic and social interactions.

AI practice alone cannot replace authentic human interaction.

Abstract

This study examined whether AI-mediated speaking practice can reduce acculturative stress among Chinese international students in UK universities. Using a sequential explanatory mixed-methods design, 126 participants were randomly assigned to an experimental group, which completed a four-week intervention using EAP Talk, an AI-assisted English for Academic Purposes speaking platform offering role play, scenario-based practice, free talk, and automated feedback, or a control group, which continued usual academic and English-learning activities. Pre- and post-test questionnaires measured perceived language insufficiency, social isolation, and academic pressure, while semi-structured interviews with 20 experimental-group participants contextualised the quantitative findings. Linear mixed-effects models showed that the experimental group experienced significantly greater reductions than the control group across all three outcomes, with the strongest effect on perceived language insufficiency. Interview findings suggested that EAP Talk supported low-stakes rehearsal, communicative confidence, academic speaking preparation, and greater willingness to initiate social interaction. However, participants also noted that AI-mediated practice could not fully reproduce authentic human interaction, disciplinary feedback, or broader institutional support. The findings suggest that AI-mediated speaking practice can function as a supplementary scaffold for reducing communication-related dimensions of acculturative stress, but should be integrated with peer interaction, teacher feedback, and wider support services.