EXPLORING THE EFFECTIVENESS OF GENERATIVE AI TOOLS IN ENHANCING ENGLISH SPEAKING SKILLS AMONG NON-ENGLISH MAJOR STUDENTS AT NGHE AN UNIVERSITY

Abstract

The integration of generative AI (GenAI) tools into language learning has gained increasing attention for its potential to support skill development, particularly in speaking. However, empirical research on its effectiveness among non-English major learners remains limited. This study investigates the effectiveness of GenAI tools in enhancing English speaking skills among non-English major students at Nghe An University.

A mixed-methods research design was adopted, incorporating a quasi-experimental pre-test/post-test approach and qualitative data collection through interviews and classroom observations. A total of 60 participants were divided into control and experimental groups, with the experimental group engaging in AI-assisted speaking tasks over an eight-week period.

Quantitative findings revealed significant improvements in fluency and lexical resource among the experimental group (p < .01). Qualitative data further indicated reduced speaking anxiety, increased student engagement, and high perceived usefulness of GenAI tools. Nevertheless, challenges such as overreliance on AI-generated responses and limited contextual nuance were also observed.

The study demonstrates that GenAI tools, when used with appropriate pedagogical scaffolding, can effectively enhance English speaking performance in EFL learners. These findings highlight the potential of GenAI in language education and underscore the need for mindful integration into classroom practices.