Exploring the Possible Use of Generative Artificial Intelligence in Supporting Students’ Speaking Performance

Abstract

The rapid advancement of generative artificial intelligence (AI) has sparked significant interest in its potential applications for language learning, particularly in English as a Foreign Language (EFL) contexts. This study investigates students’ perceptions of integrating generative AI in their English-speaking performance, focusing on the perceived benefits, challenges, and overall impact on language learning experiences. Employing a qualitative approach, semi-structured interviews were conducted with 30 undergraduate EFL students from an International Business Management program. Thematic analysis revealed several key findings: students reported enhanced speaking practice opportunities, improvements in fluency and vocabulary, and personalized feedback as primary benefits of AI integration. However, challenges in replicating authentic communication and concerns about the reliability of AI-generated feedback were also identified. The study highlights the importance of a balanced approach that combines AI-assisted learning with traditional pedagogical methods, emphasizing the continued relevance of human interaction in language education. While generative AI showed a positive impact on student motivation and engagement, ethical implications and the potential for over-reliance on AI tools necessitate careful consideration in implementation. These findings contribute to the growing body of knowledge on technology-enhanced language learning and provide valuable insights for educators and researchers exploring innovative approaches to improving EFL students’ speaking skills. Future research should focus on longitudinal studies examining the long-term effects of AI integration on speaking performance and overall language proficiency, as well as developing frameworks for the responsible and ethical use of AI in language learning contexts.