Journal Article

Beyond the Chatbot

Obaid, Rafal Hassoon

2025

Overview

This study investigates the use of generative AI as an artificial conversation partner for incidental L2 speech practice, with the aim of fostering learners' trust, strategy use, and perceived benefits. As AI technologies are increasingly integrated into language teaching, there is a need to investigate how learners interact with AI tools to develop effective pedagogical interventions. A mixed-methods research design was employed, which included surveys with 15 EFL learners and subsequent follow-up semi-structured interviews to examine their experience. Quantitative results indicated that learners reported medium-to-high levels of trust in AI systems, with trust being shaped by the consistency, responsiveness, and perceived reliability of the AI. Strategy analysis found that learners employed cognitive, metacognitive, and social strategies of paraphrasing, repetition, and self-reflection to gain optimal conversational outcomes. Qualitative data highlighted students' perception of enhanced fluency, confidence, and communicative inclination, while accuracy and pragmatic competence had limited improvements. The study highlights the pedagogical benefits of AI technology in providing low-stakes, risk-free practice spaces and the necessity of careful integration with teacher-led instruction. Technical innovations, particularly for variability of conversation and culturally appropriate feedback, are suggested for optimizing the effectiveness of AI-facilitated L2 speaking practice. The findings contribute to the widening body of research on AI-aided language learning and provide recommendations for teachers and developers keen on implementing AI in communicative language teaching.

• Publisher: جامعة بابل - كلية التربية للعلوم الإنسانية
• Subject: استراتيجيات التعليم / المهارات اللغوية / تعليم اللغات / مهارات التحدث