AI-assisted content generation and its impact on ESL learners’ speaking skills: A Quasi-experimental study
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Abstract
The study explores the potential of Artificial Intelligence (AI) as an additional tool to improve speaking proficiency among tertiary-level English as a Second Language (ESL) students. The study is based on a mixed, quasi-experimental design, including two stages: a preliminary survey (N = 149) to conduct research on the perceptions of learners toward AI-assisted learning, and an intervention phase with a purposive sample (n = 60). The intervention consisted of AI-assisted speaking tasks aimed at content generation and validation, conducted over eight weeks. The data were gathered using a Likert scale questionnaire and pre-test/ post-test of speaking performance. High internal consistency (Cronbach’s α = 0.912) was established through reliability analysis. The survey results show that there is a largely favourable attitude towards AI, especially in terms of assisting with cognitive planning, increasing linguistic accuracy, facilitating learner autonomy and motivation. Two-way ANOVA in the inferential statistical analysis showed a significant increase in the post-test scores, which proved the effectiveness of AI-assisted interventions. Nonetheless, regression analysis showed that individual AI-based activities did not have strong predictive power on performance, which emphasised the multifactorial development of speaking skills. The study summarises that AI, as a pedagogical support tool, when applied wisely, can be used to promote cognitive and affective aspects of language acquisition.
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