Speaker
Description
The growing use of Artificial Intelligence (AI) in language instruction opens avenues to improve English speaking instruction. On the rising field, AI-driven feedback tools, such as ChatGPT or AI speaking assistants, have been emphasised for the ability of giving immediate, personalised and interactive feedback to the EFL learners. Notwithstanding the study, there is little evidence of how students experience AI-driven feedback in speaking courses in Vietnamese higher education. This study investigates EFL students' perceptions of AI-powered feedback in speaking lessons at BTEC FPT International College. A mixed-methods approach was adopted, with quantitative data collected through questionnaires from 95 EFL students and qualitative data obtained in semi-structured interviews with eight selected participants. Quantitative data were analysed by descriptive statistics and qualitative data were analysed thematically. The results indicated students overall had positive perceptions about AI feedback. Participants indicated more confidence, involvement, speaking practice opportunities and a more aware understanding of pronunciation and grammatical errors. However, concerns regarding over-reliance on AI and limited human interaction were further identified. This study concludes that the use of AI-powered feedback can facilitate interactive and learner-focused speaking instruction; and further, contributes practical implications to how AI can find its way into EFL classrooms.
Keywords: AI-powered feedback, EFL speaking, student perceptions, technology-enhanced language learning, higher education
