Artificial Intelligence in English Language Teaching: Chatbot-Based Learning Innovation to Enhance Senior High School Students’ Speaking Skills
TL;DR
Findings reveal that AI chatbots foster learner autonomy, reduce speaking anxiety, and provide personalized, interactive, and immersive language learning environments, but challenges include technological access, data privacy concerns, and teachers’ digital readiness.
Abstract
Purpose – This literature review explores the integration of Artificial Intelligence (AI)-powered chatbots in English Language Teaching (ELT), focusing on their role in enhancing speaking skills among senior high school EFL students. It examines conversational AI tools such as ChatGPT, Duolingo Max, and AI English tutors, particularly their pedagogical affordances, challenges, and implications for communicative competence development. Methodology – This review employs a thematic synthesis of recent empirical studies, theoretical models, and best practices related to AI-mediated speaking instruction to identify recurring findings and pedagogical implications. Findings – Findings reveal that AI chatbots foster learner autonomy, reduce speaking anxiety, and provide personalized, interactive, and immersive language learning environments. They support fluency, accuracy, confidence, and motivation through accessible speaking practice. However, challenges include technological access, data privacy concerns, and teachers’ digital readiness. Novelty – This study offers a focused synthesis of AI-powered chatbot applications for developing speaking skills among senior high school EFL students by integrating pedagogical benefits with Communicative Language Teaching (CLT), Sociocultural Theory, and Affective Filter perspectives. Significance – This study highlights how chatbots provide personalized, accessible, and low-anxiety speaking practice while supporting language development and learner autonomy. It also provides practical implications for effective and ethical AI integration in ELT.