An Investigation Into Artificial Intelligence Speech Evaluation Programs With Automatic Feedback for Developing EFL Learners’ Speaking Skills

Zou, Bin; Du, Yiran; Wang, Zhimai; Chen, Jinxian; Zhang, Weilei

doi:10.1177/21582440231193818

Cited by 21 publications

(7 citation statements)

References 35 publications

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“…This suggested that the platform had successfully integrated into the learners' regular practice routines, indicating a sustainable model for ongoing academic language development. The positive findings aligned with previous studies that have noted positive perceptions and attitudes towards AI tools for speaking practice (Loewen et al, 2019;Zou, Du, et al, 2023;Zou et al, 2021;Zou, Lyu, et al, 2023).…”

Section: Discussionsupporting

confidence: 89%

“…Their investigation into the use of AI for presentation training provided evidence of the broad applicability of AI tools in fostering essential academic and professional competencies. Another study investigated the impact of AI speech evaluation programs with automatic feedback, emphasizing their role in improving speaking skills among English as a Foreign Language (EFL) learners (Zou, Du, et al, 2023). Such programs offer objective, instantaneous feedback, allowing learners to identify areas for improvement and work on them in real-time.…”

Section: Introductionmentioning

confidence: 99%

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Bridging the Gap: Linking AI Technology Acceptance to Actual Improvements in EAP Learners' Speaking Skills

He,

Zou,

2024

Preprint

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The integration of artificial intelligence (AI) technologies into educational platforms offered novel approaches to English for Academic Purposes (EAP) learning and teaching. This study evaluated the EAP Talk platform, an AI-driven tool designed to enhance speaking skills among EAP learners. Utilizing a mixed-methods approach, this research encompassed pre- and post-tests, questionnaires, and semi- structured interviews to measure the platform's impact on various speaking competencies, including fluency, grammar, vocabulary, pronunciation, and organization of ideas. Results demonstrated significant improvements across all evaluated speaking skills, with learners reporting enhanced performance and increased confidence. The study also explored user engagement with the platform, revealing that EAP Talk's personalized feedback and the ability to tailor exercises to individual needs were highly valued by participants. However, issues such as the accuracy of speech recognition and automated scoring were noted, highlighting areas for future enhancement. This study contributed to the field by providing empirical evidence on the effectiveness of AI-assisted platforms in improving language proficiency within an EAP context. It also identifies the potential for such technologies to complement traditional learning methods, thereby enriching the educational experience and offering learners more personalized and adaptive learning opportunities.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Bridging the Gap: Linking AI Technology Acceptance to Actual Improvements in EAP Learners' Speaking Skills

He,

Zou,

2024

Preprint

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“…Our findings suggest that distractions, lack of focus, and limited speaking and interaction opportunities are among the main challenges faced in teaching and learning via social media-based microlearning for English speaking. Future research could focus on addressing these issues by integrating new technologies or teaching paradigms, such as AI-assisted English speaking practice (Zou, Du, et al, 2023), social media-based collaborative learning (Ansari & Khan, 2020), and social media-supported flipped classroom models (Fan, 2022;Zhao & Yang, 2023). Further investigations may help realize the goals of providing engaging content and fostering a supportive community, as outlined by the helpful suggestions identified in this study.…”

Section: Implications and Future Researchmentioning

confidence: 96%

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Ning,

DeWitt,

Chin

et al. 2024

JITE:Research

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Aim/Purpose: This study aimed to identify primary school teachers’ perceptions of leveraging social media-based microlearning to improve students’ English-speaking abilities. Background: The value of social media as an effective educational tool for English language learning has been recognized by educators in higher education in China. However, there is a lack of investigation into primary school teachers’ perceptions of using social media to improve English in China, especially English speaking, which has long been a weak component for Chinese EFL learners. Microlearning, as an effective learning approach for training, has been effectively adopted in various fields. Therefore, exploring the Chinese primary school teachers’ perceptions of social media-based microlearning to improve students’ English-speaking abilities may contribute to innovative learning for EFL speaking. Methodology: This study served as a case study, particularly a single-case design, in investigating how in-service Chinese primary school teachers perceived the role of social media-based microlearning in improving students’ speaking skills. Data was gathered through an online qualitative survey and analyzed via Thematic Analysis using NVivo 14. Twenty participants were recruited through convenience sampling from a primary school in Chengdu, Sichuan, in southwest China. Contribution: This study contributed to the awareness of using social media-based technologies to improve Chinese college students’ English-speaking abilities by providing the teachers’ perspectives. Findings: The analysis yielded several subthemes for the six primary themes, namely Disparities, Affordances, Drawbacks, Challenges, Suitable Content Types, and Helpful Suggestions. Specifically, the affordances of social media-based microlearning included Flexibility in Learning Pace, Accessibility and Convenience, Diverse Learning Resources, and Authentic Language Exposure. Additionally, there are five suitable content types: Multimedia-based Stories and Content, Practical English, Popular Channels, and Learning Skills. The analysis of drawbacks and challenges indicated that the learner-centered design of social media-based microlearning still needs improvement. Lastly, focusing on the creation of a supportive learning community, several subthemes were listed for Helpful Suggestions. Recommendations for Practitioners: The findings revealed that social media-based microlearning is a promising approach to English-language learning in primary schools. Relevant guidelines, challenges, and suggestions found in this study should also be taken into consideration for effective application. Recommendation for Researchers: For researchers in the field of instructional technology, it is essential to realize that this study primarily focuses on teachers’ perspectives in terms of the use of social media-based microlearning for learning, which means that incorporating the viewpoints of students and experts may be necessary for an in-depth needs analysis. Impact on Society: Leveraging social media-based microlearning to enhance students’ English-speaking abilities presents advantages and disadvantages. Yet the potential for effective social media-based English learning, if well designed, becomes promising. Future Research: More empirical studies investigating social media-based microlearning modules on students’ English speaking should be conducted for future research, along with integrating new technologies or teaching paradigms, such as social media-based collaborative learning.

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“…Accordingly, the Liulishuo app, an English speaking application developed in China, has been widely embraced by numerous universities and colleges [10]. Its distinct features of automatic speech recognition (ASR), Automatic Speech Evaluation (ASE), and Automatic Speech Feedback (ASF) based on artificial intelligence (AI) algorithm improved students' speaking skills to a great extent [11][12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Chinese Students’ Continued Intention to Use Liulishuo App to Learn English Speaking Skills in Non-mandatory Environment: A Case in a Chinese University

2024

IJIET

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This study examines the potential factors influencing Chinese university students’ continuance intention to use Liulishuo app to learn English speaking skills in a non-mandatory environment. This study empirically integrated post-acceptance model, Technology Acceptance Model (TAM), and introduced new variable perceived enjoyment. Structural Equation Modelling (SEM) was applied to estimate the proposed research framework based on the survey data collected from 350 Chinese university students who had experience of using the app during pandemic. The structural model confirms perceived usefulness and perceived enjoyment significantly influence students’ intentions to continue using Liulishuo app to learn English speaking skills. This study also provides valuable theoretical contributions in developing and testing related theories and practical implications to incorporating technology in higher education in China, and the instruction orientation for higher education teachers.

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An Investigation Into Artificial Intelligence Speech Evaluation Programs With Automatic Feedback for Developing EFL Learners’ Speaking Skills

Cited by 21 publications

References 35 publications

Bridging the Gap: Linking AI Technology Acceptance to Actual Improvements in EAP Learners' Speaking Skills

Bridging the Gap: Linking AI Technology Acceptance to Actual Improvements in EAP Learners' Speaking Skills

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Chinese Students’ Continued Intention to Use Liulishuo App to Learn English Speaking Skills in Non-mandatory Environment: A Case in a Chinese University

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