WHEN AI ASKS: SOCRATIC TUTORING TO STRENGTHEN UNIVERSITY STUDENTS' SPEAKING SKILLS

Studies in Second Language Learning and Teaching

Reimagining Bilingual Education

This study explores the influence of Critical Pedagogy (CP) on pre-service English teachers' conceptualizations of bilingualism and pedagogical practices within a Bilingual Education course in Bogotá, Colombia. Traditionally, English Language Teaching (ELT) has been framed through instrumentalist and monoglossic approaches that emphasize language proficiency over critical thinking. Using a qualitative case study approach, data was collected through focus groups, field notes, digital portfolios, and a podcast series. Findings reveal a three-stage transformation: (1) a reconceptualization of bilingualism, (2) a reimagination of ELT practices, and (3) an actual implementation of CP-based methodologies in ELT classes. By fostering dialogic learning and problem-solving tasks, the course enabled pre-service teachers to challenge hegemonic ELT models and advocate for inclusive, equity-driven and culturally-based language education

English students’ narratives of AI integration in learning: Cognitive benefits, ethical challenges, and impact on student autonomy

The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.

Instructor-Designed AI Tutors in University Foreign Language Education: A Mixed-Methods Study of Learner Motivation and Reflective Learning Experience Based on Self-Determination Theory

This study investigates the educational potential of instructor-designed Generative Pre-trained Transformers (GPTs) in a university-level Japanese course, drawing on self-determination theory (SDT) and the noticing hypothesis. Using a mixed-methods design, we examined how the continuous use of an instructor-developed Artificial Intelligence tutoring system (basic Japanese GPTs) relates to learners’ psychological needs satisfaction, cognitive noticing, and perceptions of Artificial Intelligence (AI)-assisted learning among 74 undergraduate students at a South Korean university. Quantitative data were analyzed using descriptive statistics and Pearson correlation; qualitative data from open-ended items and reflective writing underwent systematic content analysis. The findings revealed three key patterns. First, learners reported relatively high levels of satisfaction across all three SDT needs—autonomy, competence, and relatedness—particularly in relation to self-directed reviews and affective safety. Second, qualitative analysis identified three distinct noticing experiences: AI-supported clarification of linguistic form, noticing through intentional error generation and AI feedback, and metacognitive regulation of learning strategies. Third, the learners perceived the instructor-designed GPTs not merely as a convenience tool but as a structured learning environment that supported output-oriented, interaction-based practice. These findings suggest that the educational effectiveness of generative AI in foreign language education is not determined by frequency of use alone but also by the quality of pedagogical design underlying its deployment. This study contributes a practice-based model for AI integration in general education language courses while acknowledging limitations related to its single-course scope and reliance on self-reported data.

SCAFFOLDING EFL SPEAKING PRACTICE: UNIVERSITY STUDENTS' ENGAGEMENT WITH GEMINI AI FEEDBACK

The rapid development of generative artificial intelligence in language education offers new opportunities to provide immediate and personalized oral feedback; however, its use as digital scaffolding in interactive communication practice remains underexplored. This study aimed to explore how undergraduate English as a Foreign Language (EFL) students engage with generative AI-mediated feedback as a digital scaffolding mechanism during interactive oral communication practice. This qualitative case study involved three intermediate EFL university students at Institut Pendidikan Indonesia Garut, West Java. Data were collected through multi-session oral interactions and semi-structured retrospective interviews and analyzed using Braun and Clarke's six-phase thematic analysis. Vygotsky's Sociocultural Theory and Schmidt's Noticing Hypothesis served as theoretical foundations for understanding scaffolding processes, linguistic awareness, and students' oral interaction development. The findings revealed that Gemini AI functioned as both an affective and cognitive scaffold during speaking practice. Affectively, interaction with AI created a low-anxiety practice environment with minimal social pressure, thereby enhancing students' willingness to communicate. Cognitively, immediate, clear, and objective feedback helped students recognize both linguistic strengths and errors. Linguistically, real-time feedback promoted explicit awareness of tense inconsistencies and lexical misuse while encouraging students to monitor articulation and regulate speaking rate. Despite a technological constraint involving premature turn-taking caused by the AI misinterpreting cognitive pauses as the end of an utterance, students demonstrated digital agency by employing strategic conversational fillers to maintain interactional continuity. Thus, Gemini AI can serve as a low-pressure practice environment that bridges students' readiness toward real-world oral interaction. ABSTRAK Perkembangan kecerdasan buatan generatif dalam pembelajaran bahasa membuka peluang baru untuk menyediakan umpan balik lisan yang cepat dan personal, tetapi pemanfaatannya sebagai perancah digital dalam praktik komunikasi interaktif masih memerlukan kajian lebih lanjut. Penelitian ini bertujuan mengeksplorasi keterlibatan mahasiswa Program Studi Pendidikan Bahasa Inggris dengan umpan balik berbasis Kecerdasan Buatan (AI) generatif sebagai mekanisme perancah digital (digital scaffolding) selama praktik komunikasi lisan interaktif. Penelitian ini menggunakan studi kasus kualitatif yang melibatkan tiga mahasiswa EFL tingkat menengah di Institut Pendidikan Indonesia Garut, Jawa Barat. Data dikumpulkan melalui interaksi lisan dalam beberapa sesi dan wawancara retrospektif semi-terstruktur, kemudian dianalisis menggunakan analisis tematik enam tahap Braun dan Clarke. Penelitian ini menggunakan Teori Sosiokultural Vygotsky dan Hipotesis Noticing Schmidt sebagai landasan teoretis untuk memahami proses perancahan, kesadaran linguistik, dan perkembangan interaksi lisan mahasiswa. Hasil penelitian menunjukkan bahwa Gemini AI berfungsi sebagai perancah afektif dan kognitif dalam praktik berbicara. Secara afektif, interaksi dengan AI menciptakan ruang praktik dengan tingkat kecemasan yang lebih rendah dan minim tekanan sosial sehingga meningkatkan kesiapan mahasiswa untuk berkomunikasi. Secara kognitif, umpan balik yang cepat, jelas, dan objektif membantu mahasiswa mengenali kekuatan serta kesalahan penggunaan bahasa. Secara linguistik, umpan balik waktu nyata mendorong kesadaran terhadap ketidaktepatan tense dan penggunaan leksikal, sekaligus membantu mahasiswa memantau artikulasi dan mengatur kecepatan berbicara. Meskipun terdapat kendala berupa pemotongan giliran bicara akibat AI salah menginterpretasikan jeda berpikir sebagai akhir tuturan, mahasiswa menunjukkan agensi digital melalui penggunaan penanda percakapan strategis. Dengan demikian, Gemini AI dapat berfungsi sebagai ruang latihan bertekanan rendah yang menjembatani kesiapan mahasiswa menuju interaksi lisan di dunia nyata.

Applying universal design for learning principles to foster speaking fluency in EFL Classrooms

Speaking fluency is a key component of communicative competence in English as a Foreign Language, as it enables students to express their ideas clearly and at the same participate actively, and interact in meaningful contexts inside and outside the classroom. However, in many high school contexts, this skill still presents limitations due to inflexible teaching practices that do not always respond adequately to learner diversity, students’ confidence levels, or their different ways of participating. In response to this problem, the present study aimed to examine the impact of applying Universal Design for Learning principles on the development of speaking fluency in second-year Bachillerato students in Ecuador. This research adopted a pedagogical intervention design with a mixed-methods approach. The intervention incorporated strategies based on the UDL principles of engagement, representation, action and expression. The Data was collected through speaking pre- and post-tests, a Likert-scale survey applying open-ended questions for students, post-intervention interviews, an observation checklist, and a Likert-scale survey for the teacher.  A comparative between before and after the intervention was applied for Quantitative data, while qualitative data were analyzed thematically to identify patterns related to participation, confidence, engagement, and perception. The findings show an improvement in students’ speaking fluency, especially in more continuous oral production, reduced hesitation, and greater participation in speaking activities. In addition, students reported feeling more motivated and confident when tasks included visual support, choice, scaffolding, and flexible ways of expression. In conclusion, the application of UDL principles contributed to the creation of a more inclusive learning environment and showed potential for strengthening speaking fluency in second-year Bachillerato students.