Enhancing Impromptu Speech in Tourism English Communication through Social Constructivist and Experiential Learning Activities

Abstract

An important aspect of speaking performance is coping with unexpected communicative situations. This is particularly crucial in tourism English communication (TEC), where speakers often need to answer unexpected questions, provide quick information, introduce destinations, explain itineraries, and handle tourists’ problems. In this context, impromptu speech (IS) is considered a practical speaking skill that supports both academic and professional communication. However, studying on IS in EFL and tourism contexts remains limited. Therefore, this study investigates the use of social constructivist principles (SC) and experiential learning (EL) to enhance IS performance in TEC (Da, 1984; Vygotsky, 1978). In this study, social constructivism (SC) (Vygotsky, 1978) is the main theoretical framework, Da (1984) provides the practice-feedback-reflection component, and ChatGPT is used as a supporting tool for feedback and assessment. Using a quasi-experimental design, the study was conducted with 67 third-year students at the University of Finance-Marketing (UFM). Students’ IS performance was assessed in terms of fluency, pronunciation, idea organization, and response time. ChatGPT provided supplementary criterion-based feedback, while the researcher reviewed the AI-generated output and retained responsibility for the final scores. The findings indicated that participation in IS activities grounded in social interaction, repeated practice, and ChatGPT feedback was associated with improved spontaneous speech performance in unexpected communicative situations. The study suggests that IS activities can be usefully integrated into TEC teaching to help students become more confident, flexible, and responsive speakers.