A Review of the Impact of Generative AI Role-Playing on English as a Second Language Oral Acquisition

Abstract

In light of the increasing connection in society today and the spread of the internet, English as a foreign language (EFL) is taught more and more often at home and abroad. It has also remained a problem of research and practice in the field of TESOL. Conventional ESL oral teaching is limited in many ways, such as a lack of real-life communicative situations, overly simple role-play training, and infrequent personalized interactive feedback. The above defects will fail to help students use the language effectively in practice and may make them feel anxious about handling actual work or group activities. With a focus on the application of generative artificial intelligence role-playing in ESL oral teaching, this paper systematically reviews domestic and foreign studies. From the perspective of the research background, this paper will outline the current situation of research and its deficiencies by presenting the limitations of traditional role-playing instruction and theoretical systems, as well as existing research gaps. The study can provide a reference for other scholars to explore the issue of English as a Foreign Language (ESL) oral teaching more broadly.