Enhancing English Speaking Skills through AI: University Students’ Perceptions of ChatGPT as a Learning Tool
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This study aims to investigate the impact of an artificial intelligence tool, ChatGPT, on English as a Foreign Language (EFL) learners’ speaking skills, including fluency, lexical range, grammatical range with accuracy, and content. Learners’ perceptions and attitudes toward using an AI-mediated speaking tool to enhance their English-speaking skills were also qualitatively explored. Fifty students from a university in Seoul were assigned to an experimental group, which engaged in communicative tasks using a generative AI-powered voice interaction tool, and to a control group, which practiced without the aid of the tool. Data were collected through (1) a pre- and post-test on speaking skills and (2) a post-survey on affective attitudes administered to the experimental group. A five-point Likert scale online survey assessed students' perceptions of the tool’s use. Results revealed that the post-test speaking scores of the experimental group were significantly higher than those of the control group, which interacted with peers. The group using the AI tool showed significant improvement in EFL learners’ speaking skills. Analyses of the survey responses indicated high levels of perceived usefulness and positive attitudes toward the AI tool, and the study underscores that such positive attitudes significantly influence learners’ intention to adopt ChatGPT for English-speaking practice.
Abstract
This study aims to investigate the impact of an artificial intelligence tool, ChatGPT, on English as a Foreign Language (EFL) learners’ speaking skills, including fluency, lexical range, grammatical range with accuracy, and content. Learners’ perceptions and attitudes toward using an AI-mediated speaking tool to enhance their English-speaking skills were also qualitatively explored. Fifty students from a university in Seoul were assigned to an experimental group, which engaged in communicative tasks using a generative AI-powered voice interaction tool, and to a control group, which practiced without the aid of the tool. Data were collected through (1) a pre- and post-test on speaking skills and (2) a post-survey on affective attitudes administered to the experimental group. A five-point Likert scale online survey assessed students' perceptions of the tool’s use. Results revealed that the post-test speaking scores of the experimental group were significantly higher than those of the control group, which interacted with peers. The group using the AI tool showed significant improvement in EFL learners’ speaking skills. Analyses of the survey responses indicated high levels of perceived usefulness and positive attitudes toward the AI tool, and the study underscores that such positive attitudes significantly influence learners’ intention to adopt ChatGPT for English-speaking practice.