Aim/Purpose: This study investigates whether AI chatbot–mediated pre-task practice can support university students’ preparation for synchronous virtual exchanges and reduce foreign language anxiety (FLA), a persistent barrier to participation in online intercultural communication. Background: While virtual exchanges provide authentic opportunities for global interaction, many learners experience anxiety that limits engagement and willingness to communicate. Despite growing interest in AI-supported language learning, little research has examined chatbot use specifically as a structured pre-exchange preparation tool for reducing FLA and enhancing communicative readiness. Methodology: A mixed-methods design was employed to examine students’ experiences with chatbot-mediated preparation embedded within a structured virtual exchange program. A total of 148 university students from diverse linguistic and cultural backgrounds participated in five cycles of chatbot practice using the Eduling mobile application, followed by Zoom-based intercultural exchanges. Quantitative survey data measured perceived enjoyment, confidence, anxiety, and willingness to communicate, while qualitative thematic analysis of open-ended responses provided insight into perceived benefits and limitations. Contribution: This study contributes to research on AI-supported language learning by conceptualizing chatbot-mediated pre-task practice as an affective and communicative scaffold within virtual exchange design, extending prior work beyond classroom-based chatbot use to synchronous intercultural interaction contexts. Findings: Quantitative results indicated that students reported moderate to strong agreement that chatbot practice increased confidence (M = 4.32), reduced anxiety (M = 4.36), increased willingness to communicate (M = 4.28), and reduced concern about making mistakes (M = 4.28) during subsequent Zoom exchanges. Qualitative findings revealed that students perceived the chatbot as a low-pressure, accessible environment that supported free expression, feedback, and topic familiarity, contributing to greater communicative readiness. At the same time, participants identified limitations in technical performance, limited conversational depth, and a need for more personalized and interactive features. Recommendations for Practitioners: Educators designing virtual exchanges may benefit from integrating structured chatbot-based rehearsal tasks aligned with exchange topics to support emotional readiness and participation. Attention to task design, platform usability, and learner support is essential for maximizing effectiveness. Recommendation for Researchers: Future research should examine how chatbot-mediated preparation impacts different learner groups and incorporate behavioral and performance-based measures to complement self-reported data, particularly across varying proficiency and digital literacy levels. Impact on Society: As digital and intercultural communication become central to education, scalable tools that reduce anxiety and support participation can expand access to global learning opportunities. Future Research: Longitudinal and comparative studies are needed to assess the durability of affective and communicative gains and to explore how different chatbot designs influence learning outcomes over time.
Stroud et al. (2026) studied this question.