It is found that GenAI has seen broad applications in other ways before, during, and after class, and its users speak fluently and readily to themselves, but still suffer from language bias, content accuracy, and learning bias.
Abstract
As generative large language models like ChatGPT are developing, their applications have become increasingly widespread and there are new technical directions for traditional English oral language teaching. However, studies have focused on writing and grammar and their systematic review of oral English teaching is still lacking. This article discusses generative large language (LLMs) models in English oral linguistic teaching, with a particular emphasis on their usage in different teaching situations and their impact on learning results. The article also compares development directions and differences between research in countries and outside the world. It is found that GenAI has seen broad applications in other ways before, during, and after class, and its users speak fluently and readily to themselves, but still suffer from language bias, content accuracy, and learning bias. Based on this, the paper suggests future development directions from the perspective of technological optimization and teaching integration in order to provide a systematic guideline for empowering English oral Language teaching with artificial intelligence.
The significance of this study is that it uses Intelligent Computer-Assisted Language Learning as an interpretive lens to make sense of a rapidly shifting field, offering a framework to help educators navigate modern generative tools.
Ese Emmanuel Uwosomah· Arab World English Journal· 1 citation· ⚡1
The rapid growth of Artificial Intelligence (AI) and digital technologies has transformed the way languages such as English are learned and taught. Numerous applications, online platforms, and AI-powered tools now provide learners with opportunities to practice vocabulary, pronunciation, speaking, reading, and writing. However, digital learning is not equally accessible to all learners, particularly in rural and under-resourced regions of India where electricity, internet connectivity, and technological facilities may be unreliable or unavailable. In such contexts, technology-free language learning remains essential. This paper highlights the continuing significance of the teacher’s role in developing English language skills through oral practice, storytelling, discussions, language games, role-play, picture-based activities, and real-life communication. It argues that effective pedagogy, continuous practice, and teacher involvement can sustain meaningful English learning even without digital infrastructure.
S. N. Banu· Advanced International Journ...· 0 citations
The integration of generative artificial intelligence (GenAI) into language learning contexts presents potential for developing oral proficiency, though empirical evidence regarding its efficacy remains limited. This quasi-experimental study investigated the impact of ChatGPT-mediated speaking practice on English oral proficiency among Iranian learners. A total of 380 participants (190 female, 190 male;
M
age
= 21.4,
SD
= 4.7) from Tehran and Isfahan were assigned to experimental (ChatGPT practice;
n
= 190) or control (human pair work;
n
= 190) groups. Both groups completed an 8-week intervention with three 30-minute weekly sessions. Oral proficiency was assessed using a Common European Framework of Reference for Languages (CEFR)-aligned Oral Proficiency Interview (OPI) scored on fluency, pronunciation, lexical resource, grammatical accuracy, and interactive communication (total score: 0–20). Multilevel growth modeling revealed a significant time × group interaction,
F
(1, 376) = 48.73,
p
< .001, partial η
2
= .115. The experimental group demonstrated greater gains (
M
Δ
= 2.90,
SD
= 1.60) than controls (
M
Δ
= 0.75,
SD
= 1.80),
d
= 1.20, 95% CI [0.95, 1.45]. Gender moderated this effect, with females in the experimental group showing the largest improvements (
M
Δ
= 2.50). Mediation analysis confirmed that increased integrative motivation partially mediated proficiency gains (indirect effect = 0.28, 95% CI [0.20, 0.36]). Findings indicate that structured ChatGPT practice yields modest but meaningful enhancements in oral proficiency, particularly when leveraging affective factors. Implications for AI-augmented speaking pedagogy in resource-constrained contexts are discussed.
M. Mousazadeh· International Journal of Eng...· 0 citations
The findings show that AI-generated texts exhibit greater lexical diversity and syntactic complexity; however, they often exhibit structural uniformity, overuse of cohesive devices, and limited pragmatic depth, and should not replace professionally designed educational materials.
V. Smaglii, T. Korolova, Svitlana Yukhymets et al.· Arab World English Journal· 0 citations
Artificial intelligence (AI) is extending the range of input, feedback, practice and personalised support for English as a second language learning. AI has been applied widely in language education for automated writing evaluation, chatbot-based interaction, adaptive learning, and instructional assistance, and is now helping to enhance the efficiency of learning and student autonomy. However, the rapid development of AI has also brought about several issues, such as a lack of long-term studies, inconsistent integration into teaching, over-reliance on machine-generated answers, and unresolved ethical problems of privacy, bias and academic integrity. This paper examines the application of artificial intelligence in English as a foreign language learning and explores how to improve it. Based on narrative literature review and conceptual analysis of representative studies in AI-enhanced language education, this paper will collect relevant research results and point out existing deficiencies. According to the above analysis, AI will act as a support for teaching and learning, not a replacement for it. The future direction will be focused on personalised guidance, multimodal learning, stronger empirical validation, and responsible governance.
Wenxuan Guan· Communications in Humanities...· 0 citations
