Exploring the Role of AI-Powered Mobile Applications in English Speaking Development among Cross-Disciplinary University Students in Algerian Higher Education

Abstract

The rapid development of artificial intelligence (AI) is creating new opportunities for language learning, particularly through mobile applications that provide flexible and accessible opportunities for speaking practice. This study explores university students’ perceptions of AI-powered mobile applications for English speaking development across different academic disciplines. A descriptive mixed-methods approach was adopted, using a Semi-structured questionnaire administered to seventy-five students from five departments at Abbes Laghrour University, Khenchela. The findings indicate that students generally perceive these applications as useful tools for supporting speaking practice. Participants particularly reported perceived benefits in pronunciation, vocabulary development, speaking fluency, confidence, and opportunities for repeated oral practice. The applications were also perceived to provide accessible conversational practice and immediate feedback, enabling students to practice English beyond the classroom and at their own pace. However, participants identified concerns regarding the accuracy of AI-generated feedback, potential overreliance on AI, and the inability of AI-based interaction to fully replicate authentic human communication. The results suggest that AI-powered mobile applications have considerable potential as complementary tools for English speaking development among students from diverse academic disciplines in Algerian higher education.