USING AI-POWERED CHATBOTS TO ENHANCE SPEAKING SKILLS IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOMS

Abstract

The challenge of improving speaking skills in English as a Foreign Language (EFL) classrooms is long-standing, especially in contexts with limited teacher time and peer interaction. This research explores the integration of AI-driven chatbots designed specifically for conversational practice and its impact on learners’ fluency, pronunciation, and confidence. Over a fourteen-week intervention, a cohort of eighty intermediate-level learners engaged in structured weekly sessions with chatbots capable of adapting to individual accuracy and style. Performance data, learner reflections, and instructor observations were collected to evaluate change. The findings reveal substantial improvements in learner willingness to communicate, speaking fluency, and pronunciation accuracy, coupled with enhanced confidence and motivation. However, challenges surface around the chatbot’s contextual awareness, occasional misunderstanding of learner input, and learners’ preference for human feedback in nuanced conversations. The study concludes with design recommendations to optimize chatbot roles in EFL speaking development and suggests best practices for classroom implementation.