The Use of Artificial Intelligence to Improve Speaking Fluency in English as a Foreign Language (EFL) Learning

Abstract

This action research examined the extent to which short AI-mediated speaking tasks can enhance oral performance in an A2 EFL class. Fifteen students, selected by convenience from a regular English course, completed an eight-session intervention over two weeks in which ChatGPT was used to simulate guided conversations and provide immediate, text-based feedback. Speaking performance was measured through a pretest–posttest design using the Cambridge A2 Speaking Assessment descriptors: grammar and vocabulary, pronunciation, and interactive communication. Descriptive results showed clear gains in all three dimensions: grammar and vocabulary increased from M = 2.8 to M = 4.0, interactive communication from M = 3.4 to M = 4.2, and pronunciation from M = 2.7 to M = 3.5, with reduced dispersion in two of the three areas. Paired-samples t tests confirmed that the improvements were statistically significant in grammar and vocabulary (p = .0009, d .50), pronunciation (p = .0053, d .40) and interactive communication (p = .0125, d .50). These findings indicate that AI-powered tools can operate as low-anxiety rehearsal spaces that promote more frequent oral practice, support self-correction, and increase learners perceived fluency and willingness to communicate. Although the study was small-scale and context-bound, it provides empirical support for integrating AI within structured, teacher-mediated speaking instruction as a complementary pathway to develop cognitive, utterance, and perceived fluency.

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