Conversational AI in Informal EFL Speaking Practice: Learners’ Experiences and Pedagogical Implications

Abstract

This study investigates learners’ experiences and the pedagogical implications of using ChatGPT Voice for informal English as a Foreign Language (EFL) speaking practice. Although conversational AI has attracted growing attention in language learning less is known about learners’ experiences and the pedagogical implications of using ChatGPT Voice for informal EFL speaking practice. Employing a concurrent embedded mixed-methods design, data were collected from 302 undergraduate EFL learners from universities in Indonesia using a 26-item Likert-scale questionnaire and two open-ended questions. The findings indicate that learners generally perceived ChatGPT Voice as supporting confidence, motivation, fluency, pronunciation, and self-regulated learning by providing a supportive environment for informal speaking practice. However, technical limitations and self-management challenges may constrain optimal engagement. The study contributes to the growing literature on AI-assisted language learning by providing evidence of learners’ experiences with ChatGPT Voice in informal speaking practice and highlighting its pedagogical implications for supporting learner autonomy.