Speaker
Description
This study explores the perceptions of EFL students toward Generative AI-supported speaking activities based on the SAMR Model at FPT Polytechnic International. Despite the fact that Generative AI tools have made their way into language classrooms, few studies have investigated the students’ perceptions of using AI-mediated speaking activities within the SAMR framework in a Vietnamese higher education context. A mixed methodology was used for the study. Quantitative data were collected from 92 EFL learners attending speaking courses through questionnaires with the former method, and qualitative data was gathered through semi-structured interviews with eight chosen students. Descriptive statistics were used to analyze quantitative data and thematic analysis of qualitative data. Results indicated that students mostly had positive attitudes toward AI-supported speaking tasks. Participants reported increases in engagement, confidence, interaction opportunities, and speaking practice. There are some concerns such as AI dependence and little face-to-face interaction though. This study suggests that integrating Generative AI tools into EFL classrooms via the SAMR framework can encourage more interactive and student-centered speaking instruction in EFL classrooms.
