Beyond Writing: Investigating the Use of Generative AI for Practicing Formal Oral Presentation Among EFL

Abstract

The purpose of this study is to investigate the application of Generative Artificial Intelligence (GenAI) to the practice of formal oral presentations by EFL students. The goal of the study is to find out how students use GenAI during presentation preparation and rehearsal, how it affects speaking performance, how students feel about the technology, and how they balance using AI with independent practice. This study employed a qualitative phenomenological design to understand students’ lived experiences in using GenAI for oral presentation practice. Thematic coding, data display, and interpretative analysis were used to analyze the semi-structured interviews with eleven EFL students. These methods were based on Braun and Clarke's thematic analysis framework and Miles et al.'s qualitative data analysis procedures. The findings reveal that students mainly use GenAI for script writing, idea generation, content organization, rehearsal, and feedback utilization. The use of GenAI positively influenced students’ speaking performance by improving fluency, grammar accuracy, organization, and self-confidence during presentations. In addition, GenAI was viewed as helpful, practical, and supportive by students for presentation preparation in general. However, participants also showed a keen awareness of the drawbacks of AI-generated content, such as the possibility of overdependence and unnatural expressions. In order to maintain originality, natural communication skills, and learner autonomy, the majority of students emphasized the significance of striking a balance between AI-assisted learning and genuine speaking practice. Overall, this study concludes that Generative AI has significant potential to support EFL students’ formal oral presentation practice when integrated responsibly and balanced with independent learning and real speaking experiences.