Speaker
Description
The emergence and rapid proliferation of generative artificial intelligence (AI) has introduced manifold opportunities for language learners to practice spoken English inside and beyond the classroom. In spite of rising interest in AI-assisted language learning, little attention has been paid to engineering student group. Developing spoken English proficiency is critical yet challenging for engineering undergraduates, for whom effective communication is essential in academic, professional and intercultural contexts. This study examines the perceptions of 225 engineering undergraduates at Ho Chi Minh City University of Technology regarding the use of ChatGPT as an AI speaking assistant. A mixed-method design was employed, combining Likert-scale survey items and qualitative open-ended questions. Findings show student’s perceived usefulness and effectiveness of ChatGPT for speaking practice, while simultaneously identifying the affordances and pedagogical challenges encountered during AI-mediated interactions. The study contributes to growing body of research on generative AI tools into English language teaching. Educators and curriculum designers can benefit from this study in pursuing sustainable, technology-enhanced pedagogical frameworks.
Keywords: EFL, ESP, ChatGPT, engineering students, AI speaking assistant
