Insights into the Effectiveness of Artificial Intelligence-Integrated Speaking Instruction in Enhancing Speaking Skills and Social-Emotional Competence as Well as Reducing Demotivation and Shyness
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| Title: | Insights into the Effectiveness of Artificial Intelligence-Integrated Speaking Instruction in Enhancing Speaking Skills and Social-Emotional Competence as Well as Reducing Demotivation and Shyness |
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| Language: | English |
| Authors: | Wenwen Shi (ORCID |
| Source: | European Journal of Education. 2025 60(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Instructional Effectiveness, Teaching Methods, Artificial Intelligence, Speech Instruction, Social Emotional Learning, Interpersonal Competence, Student Motivation, Shyness, Communicative Competence (Languages), Second Language Learning, English (Second Language), Anxiety, Technology Integration |
| DOI: | 10.1111/ejed.70174 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Despite the recognised importance of communicative competence in language acquisition, many English as a Foreign Language (EFL) learners persistently grapple with affective barriers such as speaking anxiety, shyness, and demotivation, alongside underdeveloped social-emotional competence (SEC), challenges that traditional speaking instruction methods have often struggled to comprehensively address. Consequently, this study aimed to investigate the influence of Artificial Intelligence (AI)-integrated speaking instruction on EFL learners' SEC, demotivation to speak, shyness, and speaking skill development, thereby addressing a crucial gap by evaluating a novel technological intervention. To achieve this, a quasi-experimental design was employed, allocating participants into an experimental group (EG) receiving AI-integrated speaking instruction and a control group (CG) engaging in traditional speaking instruction via the Big Blue Button platform; pre- and post-intervention data were collected using validated questionnaires for SEC, demotivation, shyness, and speaking development, supplemented by an attitude questionnaire for the EG. The results from a one-way MANOVA revealed statistically significant and positive outcomes for the AI-integrated approach, with learners in the EG demonstrating substantial improvements in their SEC and overall speaking skills, alongside a significant reduction in demotivation to speak and shyness when compared to the CG, a finding corroborated by the EG participants' predominantly positive attitudes towards the AI intervention. These findings carry important implications for EFL pedagogy, suggesting that AI-integrated speaking instruction presents a more efficacious strategy for concurrently enhancing learners' speaking proficiency and fostering crucial social--emotional skills, thus providing empirical support for integrating AI tools to create more supportive and effective pathways for EFL students to overcome affective hurdles and improve their communicative abilities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481847 |
| Database: | ERIC |
| Abstract: | Despite the recognised importance of communicative competence in language acquisition, many English as a Foreign Language (EFL) learners persistently grapple with affective barriers such as speaking anxiety, shyness, and demotivation, alongside underdeveloped social-emotional competence (SEC), challenges that traditional speaking instruction methods have often struggled to comprehensively address. Consequently, this study aimed to investigate the influence of Artificial Intelligence (AI)-integrated speaking instruction on EFL learners' SEC, demotivation to speak, shyness, and speaking skill development, thereby addressing a crucial gap by evaluating a novel technological intervention. To achieve this, a quasi-experimental design was employed, allocating participants into an experimental group (EG) receiving AI-integrated speaking instruction and a control group (CG) engaging in traditional speaking instruction via the Big Blue Button platform; pre- and post-intervention data were collected using validated questionnaires for SEC, demotivation, shyness, and speaking development, supplemented by an attitude questionnaire for the EG. The results from a one-way MANOVA revealed statistically significant and positive outcomes for the AI-integrated approach, with learners in the EG demonstrating substantial improvements in their SEC and overall speaking skills, alongside a significant reduction in demotivation to speak and shyness when compared to the CG, a finding corroborated by the EG participants' predominantly positive attitudes towards the AI intervention. These findings carry important implications for EFL pedagogy, suggesting that AI-integrated speaking instruction presents a more efficacious strategy for concurrently enhancing learners' speaking proficiency and fostering crucial social--emotional skills, thus providing empirical support for integrating AI tools to create more supportive and effective pathways for EFL students to overcome affective hurdles and improve their communicative abilities. |
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| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70174 |
