Adapting AI Usage for Students’ Engagement in Speaking Instruction

Abstract

This study is to investigate how artificial intelligence (AI) is modified as a training tool to improve student participation in speaking teaching, ascertain its impact on speaking abilities and English language learning outcomes, and ascertain students' opinions of AI use in an EFL setting. Students enrolled in the English Language Education program in their fourth semester serve as participants in this qualitative study. Semi-structured interviews and classroom observations were used to gather data, which was then examined using the Miles and Huberman interactive analysis approach. The findings show that AI is modified as a flexible and interactive speaking practice tool through conversation simulations, tailored learning, and immediate feedback. Students' fluency, pronunciation, grammar knowledge, self-confidence, motivation, and involvement in speaking practice all improve when AI is used. Furthermore, AI also helps in increasing vocabulary and listening comprehension. Students have a positive perception of AI use because it is practical, flexible, and helps alleviate anxiety when speaking English. Students also know the limitations of AI, such as the lack of emotional interaction and the risk of depending on technology. In conclusion, AI has huge potential to assist speaking instruction in an EFL context by providing a more adaptive, interactive, and student-centered learning experience.