Aug 2026· International Journal of Language Instruction· 0 citations· 44 references
TL;DR
The findings support the pedagogical value of AI-mediated speaking practice in higher education and explore participants’ perceptions of the learning experience.
Abstract
This study investigated the effects of AI-mediated speaking practice using a voice chatbot on Vietnamese EFL students’ speaking skills and explored their perceptions of the learning experience. A sequential explanatory mixed-methods design was adopted with 49 English-major undergraduates participating in a 15-week quasi-experimental intervention. The experimental group practiced speaking with an AI chatbot, whereas the comparison group received face-to-face instruction. Data were collected from pre- and post-speaking tests, questionnaires and semi-structured interviews. ANCOVA indicated that, after controlling for pre-test performance, the AI chatbot group achieved significantly higher overall speaking scores than the comparison group, particularly in fluency and coherence. Additionally, participants valued the chatbot’s authentic interaction, flexibility, and opportunities for regular speaking practice despite reporting occasional technical and interactional limitations. The findings support the pedagogical value of AI-mediated speaking practice in higher education.
Although recent studies have demonstrated the potential of AI chatbots in reducing foreign language speaking anxiety (FLSA) and enhancing positive emotions, significant gaps remain in the literature. Most previous research has examined anxiety, enjoyment, and engagement in isolation, with few studies investigating...
Pei-Yun Liu, Jie-Yi Song· Humanities and Social Scienc...· 0 citations
This study assessed students' adoption of an AI-powered chatbot deployed to improve pronunciation and English speaking practice in a rural Indonesian senior high school. Perceived utility, perceived ease of use, and desire to continue using the technology were interpreted using a TAM-informed embedded mixed-methods met...
Dian Sari Marchia, Sri Wahyuni· International journal of res...· 0 citations
This study investigates learners’ experiences and the pedagogical implications of using ChatGPT Voice for informal English as a Foreign Language (EFL) speaking practice. Although conversational AI has attracted growing attention in language learning less is known about learners’ experiences and the pedagogical implicat...
Abdullah Kafabih, M. Margana, R. Herda et al.· Research and Innovation in A...· 0 citations
Speaking is a central component of communicative competence in English as a Foreign Language (EFL) learning, yet opportunities for real-world interaction in the classroom remain limited. The study investigated how face-to-face interviews with English-speaking tourists shaped the speaking development of EFL students. Th...
L. J. Uktolseja, Melda Agnes Manuhutu· SAGA: Journal of English Lan...· 0 citations
The rapid development of generative artificial intelligence in language education offers new opportunities to provide immediate and personalized oral feedback; however, its use as digital scaffolding in interactive communication practice remains underexplored. This study aimed to explore how undergraduate English as a...
Arda Arda, A. Suminar, Y. Fajriah· LANGUAGE Jurnal Inovasi Pend...· 0 citations
This study examined whether ChatGPT-assisted speaking practice could strengthen English as a Foreign Language speaking development in an IELTS preparation context. Sixty-five intermediate Iranian learners participated in a ten-week quasi-experimental intervention, with one group receiving structured ChatGPT-supported s...
