Exploring the Potential of Artificial Intelligence in Improving Speaking Skills in English Language Learning

Muntaha Salim Al-Badri, from the College of Arts and Sciences, conducted a research study on the potential of artificial intelligence in enhancing speaking skills in English language learning, under the supervision of Dr. Rashid Saaiyed Al-Hinai. The study underscores the significance of AI in language acquisition and highlights its notable findings.

Learning English has become increasingly important, particularly in developing proficiency in speaking skills. During primary and higher education, curricula typically focus on reading, writing, and grammar while neglecting speaking, which weakens this skill and hinders effective communication. Many individuals, regardless of age, struggle with this issue. Additionally, some learners wish to practice speaking but face challenges in finding suitable partners, while others lack the confidence to engage in conversations, often feeling shy.

The ability to communicate effectively in English opens doors to educational and professional opportunities. Fortunately, in the digital age, recent advancements in artificial intelligence (AI) offer innovative solutions to address this issue. Various AI-powered tools can assist individuals in achieving fluency in spoken English. This study explores how AI contributes to enhancing English-speaking skills and examines its impact on learners' motivation and confidence in speaking English.

A mixed-methods approach was employed in this research. The participants were university students learning English as a foreign language (EFL) at proficiency levels ranging from B1 to C1. The sample consisted of 18 students from the University of Nizwa, including both male and female participants majoring in education or translation within the English language program.

Additionally, two teachers from The Writing Center (TWC) at the University of Nizwa were involved—one professional teacher evaluated students' speaking abilities before and after the practice, while the second monitored attendance. Furthermore, an online interview was conducted with a scholarship student from a foreign country who faced difficulties communicating with native speakers and struggled with learning the language. His experiences inspired the development of an AI-based educational system with speaking support features.

At the beginning of the research process, the 18 students voluntarily participated in the study. They were assured of confidentiality and informed of their right to withdraw at any time. Initially, the teacher assessed their speaking skills and confidence levels before dividing them into two groups. The first group practiced speaking using the Engnovate website for four weeks, while the second group followed traditional speaking exercises with a teacher. After a month, both groups were reassessed to measure improvements and determine which approach was more effective.

The same teacher conducted the evaluations before and after the intervention. Additionally, a Likert scale questionnaire was distributed to gather students’ opinions on their experiences with AI tutors and the possibility of AI replacing human teachers. The second phase involved an interview with the scholarship student, who provided informed consent, ensuring that the data would be used solely for this study. The interview consisted of open-ended questions.

The findings indicate that artificial intelligence has a significant impact on improving students' English-speaking skills, particularly in comparison to traditional methods. In the traditional practice group (Group A), students showed only minor improvements in fluency and grammar, with overall progress remaining moderate. Conversely, students who practiced with AI (Group B) demonstrated substantial improvements in fluency, coherence, and pronunciation. AI was particularly beneficial for learners lacking confidence, as it enabled them to make significant progress and feel more comfortable speaking English.

The interview with Student X further highlighted AI’s potential. Student X’s struggles with real-life English communication underscored the limitations of traditional grammar-based instruction. His experiences prompted the development of an AI-powered system that offers 24/7 speaking practice through voice messaging, real-time pronunciation feedback, and sentence formation assistance.

While AI's impact was largely positive, Likert scale results and student feedback revealed that most learners still preferred human teachers for speaking practice, citing the emotional connection and interpersonal communication as key advantages. However, many participants acknowledged that AI provided meaningful feedback and reduced anxiety, suggesting that it could serve as an effective supplement to traditional teaching methods.

Overall, the results demonstrate that AI enhances speaking skills by improving fluency, pronunciation, and confidence. When integrated with traditional education, AI-based practice can offer a comprehensive and adaptable approach to language learning. However, proper training in using AI tools is essential to maximize their benefits.

Previous studies have consistently shown the positive impact of AI on English language learning. Chen et al. (2018) found that AI-based virtual tutors significantly improved learners' fluency and accuracy. Similarly, Mridha et al. (2020) examined the effectiveness of an AI-powered language learning application, reporting significantly higher post-test results among users. This aligns with a study by Qiao et al. (2023), which demonstrated greater improvements in L2 speaking skills among AI-assisted learners compared to a control group. Notably, their findings revealed no significant difference in speaking anxiety levels between the two groups, which is consistent with our results. These studies collectively suggest that AI technology, particularly virtual instructors, positively impacts English language learners' speaking abilities.

Based on these findings, it is recommended that schools incorporate AI-based tools into speaking activities to provide students with additional practice and individualized feedback. For learners, using AI applications outside the classroom can create valuable opportunities for self-paced practice, ultimately enhancing their speaking skills in a flexible and supportive environment.