Do Interactions with ChatGPT Influence L2 Learners' Oral Speaking Ability, Summarization Ability, and Perceptions of Generative AI Tasks?
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| Title: | Do Interactions with ChatGPT Influence L2 Learners' Oral Speaking Ability, Summarization Ability, and Perceptions of Generative AI Tasks? |
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| Language: | English |
| Authors: | Sarah Sok (ORCID |
| Source: | TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2025 59(1):S19-S51. |
| 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: | 33 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Second Language Learning, Speech Skills, English (Second Language), College Students, Foreign Countries, Computer Uses in Education, Language Skills, Student Attitudes |
| Geographic Terms: | South Korea |
| DOI: | 10.1002/tesq.70001 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | The current study investigated the impact of AI-mediated interaction on L2 learners' oral speaking ability, summarizing ability, and perceptions. Participants were EFL university students from South Korea who were randomly assigned to one of three groups: aiSPEAK, aiSUM, and control. The two experimental groups, aiSPEAK and aiSUM, engaged in interactional exchanges with ChatGPT-3.5 to complete oral summary tasks, while the control group completed the same tasks without using an AI tool. To initiate interaction with ChatGPT-3.5, the aiSPEAK group used a prompt that instructed ChatGPT-3.5 to play the role of a tutor, while the aiSUM group used a more specific prompt instructing ChatGPT-3.5 to also provide guidance on summarizing. Results showed that the two experimental groups performed significantly better than the control group on global speaking task performance, while the aiSUM group performed significantly better than the control group on global speaking task performance as well as summarizing performance. Perceptions regarding AI use were generally positive. Our findings point to the feasibility of using generative AI tools in the language classroom to facilitate interaction and improve language outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490717 |
| Database: | ERIC |
| Abstract: | The current study investigated the impact of AI-mediated interaction on L2 learners' oral speaking ability, summarizing ability, and perceptions. Participants were EFL university students from South Korea who were randomly assigned to one of three groups: aiSPEAK, aiSUM, and control. The two experimental groups, aiSPEAK and aiSUM, engaged in interactional exchanges with ChatGPT-3.5 to complete oral summary tasks, while the control group completed the same tasks without using an AI tool. To initiate interaction with ChatGPT-3.5, the aiSPEAK group used a prompt that instructed ChatGPT-3.5 to play the role of a tutor, while the aiSUM group used a more specific prompt instructing ChatGPT-3.5 to also provide guidance on summarizing. Results showed that the two experimental groups performed significantly better than the control group on global speaking task performance, while the aiSUM group performed significantly better than the control group on global speaking task performance as well as summarizing performance. Perceptions regarding AI use were generally positive. Our findings point to the feasibility of using generative AI tools in the language classroom to facilitate interaction and improve language outcomes. |
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| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.70001 |
