Speaker
Description
Speaking confidently in English remains a significant challenge for many English as a Foreign Language (EFL) learners, particularly in rural and mountainous areas where opportunities for authentic communication are limited. In recent years, artificial intelligence (AI) has emerged as a promising tool for supporting language learning; however, its potential to enhance students’ confidence and willingness to communicate requires further exploration. This study investigates the effectiveness of AI-supported one-minute video recording as a strategy for improving speaking confidence and oral performance among secondary school students.
The study was conducted with 127 Grade 10 students at a mountainous high school in Vietnam. Drawing on principles of communicative language teaching, learner autonomy, and technology-enhanced learning, students participated in a structured speaking cycle that included topic preparation, AI-assisted language support, pronunciation practice through text-to-speech tools, shadowing activities, video recording, self-reflection, teacher feedback, and revision. A pre-test/post-test design, combined with student perception surveys, was used to evaluate the impact of the intervention.
The findings revealed notable improvements in both speaking performance and learner confidence. The proportion of students achieving Good and Excellent speaking levels increased from 14.1% to 41.0%, while the percentage of students at Weak and Poor levels decreased from 57.5% to 26.7%. Survey responses also indicated reduced speaking anxiety, increased self-awareness, greater learner autonomy, and a stronger willingness to participate in English-speaking activities.
This presentation will discuss the instructional design, research findings, and practical implications of integrating AI-supported video recording into EFL speaking instruction. The study offers a feasible and scalable approach for fostering confidence, communicative competence, and active learner engagement in resource-constrained educational contexts.
