STUDENTS’ ATTITUDES TOWARD UTILIZING AI-BASED TECHNOLOGIES TO IMPROVE THEIR SPEAKING PROFICIENCY
Main Article Content
Abstract
This study aims to explore the attitudes of students at the tertiary level toward the efficacy of Artificial Intelligence (AI)-assisted websites and applications in encouraging the advancement of speaking capacity. It examines both positive aspects, such as increased learners’ engagement with the assistance of AI technology in self-regulated learning, and potential factors that disrupt their active learning. One hundred and eight sophomores majoring in English engaged in six experimental weeks with carefully designed guidelines to utilize two AI-based websites: app.smalltalk2.me and voicetube.com. After that, the questionnaire was delivered to investigate learners’ perceptions and engagement levels throughout the period. The analysis of data reveals that students express a preference for incorporating AI technologies into their English-speaking practice regarding the usefulness of the apps in correcting grammatical and pronunciation mistakes, providing timely feedback, and a wide variety of topics relevant to class learning. However, several internal and external factors constrain students’ engagement in self-regulated learning, such as the commitment and motivation for long-term usage. The results suggest further studies into implementing some forms of assessment on students’ progress in applying technological tools which potentially increase learners’ motivation and get them actively engaged in the learning path.
Keywords
AI-based technologies, engagement, learners’ attitudes, speaking proficiency
Article Details
References
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the four southernmost provinces of Thailand. Asian Social Science, 9(13),
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Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064.
Chung, D. U. (2010). The effect of shadowing on English listening and speaking abilities of Korean middle school students. 영어교육, 65(3), 97-127.
Garcia, I. (2013, January 25). Learning a Language for Free While Translating the Web. Does Duolingo Work? International Journal of English Linguistics, 3(1). https://doi.org/10.5539/ijel.v3n1p19
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Hamada, Y. (2014). The effectiveness of pre- and post-shadowing in improving listening comprehension skills. The Language Teacher, 38(1), 3-10.
Hamzah Md Omar, M., & Miko, U. (2010). Using 'A shadowing' technique to improve English pronunciation deficient adult Japanese learners: An action research on expatriate Japanese adult learners. Journal of Asia TEFL, 7(2), 199-230
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Hong, V. K. (2014). Factors Affecting Secondary-School English Teachers Adoption of Technologies in Southwest Vietnam. Language Education in Asia, 5(2), 198-215.
Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010).
Leveraging mobile technology for sustainable seamless learning: A research
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Madhavi, E., Sivapurapu, L., Koppula, V., Rani, P. E., & Sreehari, V. (2023). Developing Learners’ English-speaking skills using ICT and AI Tools. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 142-153.
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Nguyen, L. T. H. (2021). Teachers' Perception of ICT Integration in English Language Teaching at Vietnamese Tertiary Level. European Journal of Contemporary Education, 10(3), 697-710.
Nguyen, T. M. N. (2022). Effects of Using Computer-Based Activities in Teaching English Speaking at a High School in Ho Chi Minh City, Vietnam. International Journal of TESOL & Education, 2(1), 190-212.
Nguyen, T.T.H. (2024). Examining the Issues of English-Speaking Skills that University EFL Learners Face. International Journal of Advanced Multidisciplinary Research and Studies, 4(2): 36-40.
Nguyen, T.T.H. (2024). Addressing core values in professional development in the context of English language teaching: Case study. International Journal of Advanced Multidisciplinary Research and Studies 4(1): 214-218.
Nguyen, T.T.H. (2023). Animate your communicative class & embark your students with fun facts. International Journal of Advanced Multidisciplinary Research and Studies 3(6): 835-840.
Nguyen, T.T.H. (2023). Advantages and disadvantages of online classes through some authors. International Journal of Advanced Multidisciplinary Research and Studies, 3(1): 754-756.
Nguyen, T.T.H. (2023). Analyze two main characteristics of Vietnamese women through cultural language. International Journal of Advanced Multidisciplinary Research and Studies, 3(5): 119-123.
Nguyen, T.T.H. (2023). Technology tools for disabled online learners. International Journal of Advanced Multidisciplinary Research and Studies, 3(6): 835-840.
Nguyen, T.T.H. & Hoang, K. T. (2023). Application cultural linguistics to a new model for humor in translation. International research journal of innovations in engineering and technology, Volume 6, Issue 10, page 79-84, October 2022.
Nguyen, T.T.H. (2022). Locative prepositions “at, in, on” and translation to Vietnamese representational meaning. International Journal of Scientific & Engineering Research Volume 13, Issue 3, March-2022 ISSN 2229-5518.
Nguyen, T.T.H. (2021). Locative prepositions “at, in, on” and translation to Vietnamese through frameworks. International Journal of Scientific & Engineering Research (IJSER) ISSN 2229-5518.
Nguyen, T.T.H. (2020). Approaching the use of the prepositions “at, in, on” by some non-specialized university students in Ho Chi Minh City in 2018. Scientific Journal of Ho Chi Minh City University of Education.
Nguyen, T.T.H. (2020). Access to English prepositions and equivalent units in Vietnamese. Scientific Journal of Ho Chi Minh City University of Education.
Nguyen, T.T.H. (2020). The locating prepositions "at, in, on" in English and the translation into Vietnamese through the locating reference frame. Scientific Journal of Ho Chi Minh City University of Education.
Hoang, Q., Pham, T., Dang, Q., & Nguyen, T. (2021). Factors influencing Vietnamese teenagers’ intention to use mobile devices for English language learning. In 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021) (pp. 230-245). Atlantis Press.
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner's communication skills. Journal on Education, 6(1), 750-757.
Samad, I., & Ismail, I. (2020). ELSA Speak Application as a Supporting Media in Enhancing Students’ Pronunciation Skill. Majesty Journal, 2(2), 1-7. https://doi.org/10.33487/majesty.v2i2.510
Schoepp, K., & and Erogul, M. (2001). Turkish EFL Students’ Utilization of Information Technology Outside the Classroom. [https://www.academia.edu/16973565/Turkish_EFL_students_utilization_of_information_ technology_outside_of_the_classroom]. TEFL Web Journal, 1(1).
Van Loc, V., Vu, N. N., & Linh, V. T. (2021). EFL students’ attitudes towards the ease of use of mobile technology to learn English at a university in Vietnam. In 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021) (pp. 291-298). Atlantis Press.
Van Vo, L., & Thuy Vo, L. (2020). EFL teachers’ attitudes towards the use of mobile devices in learning English at a university in Vietnam. Arab World English Journal (AWEJ) Volume, 11.
Yingsoon, G. Y. (2021). Using AI Technology to Support Speaking Skill Development for the Teaching of Chinese as a Foreign Language. In Multidisciplinary Functions of Blockchain Technology in AI and IoT Applications (pp. 209-227). IGI Global.
Binsaleh, S., & Binsaleh, M. (2013). Mobile learning: What guidelines should we
produce in the context of mobile learning implementation in the conflict area of
the four southernmost provinces of Thailand. Asian Social Science, 9(13),
270-281
Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. Prentice Hall.
Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press
Chen, X. (2016). Evaluating language-learning mobile apps for second-language learners. Journal of Educational Technology Development and Exchange (JETDE), 9(2), 3.
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064.
Chung, D. U. (2010). The effect of shadowing on English listening and speaking abilities of Korean middle school students. 영어교육, 65(3), 97-127.
Garcia, I. (2013, January 25). Learning a Language for Free While Translating the Web. Does Duolingo Work? International Journal of English Linguistics, 3(1). https://doi.org/10.5539/ijel.v3n1p19
Ghasemi, B., & Hashemi, M. (2011). ICT: Newwave in English language learning/teaching. Procedia-social and behavioral sciences, 15, 3098-3102.
Hamada, Y. (2014). The effectiveness of pre- and post-shadowing in improving listening comprehension skills. The Language Teacher, 38(1), 3-10.
Hamzah Md Omar, M., & Miko, U. (2010). Using 'A shadowing' technique to improve English pronunciation deficient adult Japanese learners: An action research on expatriate Japanese adult learners. Journal of Asia TEFL, 7(2), 199-230
Jin, H. (2017). VoiceTube (Review). In M. O’Brien & J. Levis (Eds). Proceedings of the 8th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Calgary, AB, August 2016 (pp. 248-253). Ames, IA: Iowa State University
Khameis, M. (2006). Using Creative Strategies to Promote Students’ Speaking Skills. Retrieved November 23, 2015, from https://pdfs.semanticscholar.org/db20/77eadb2b09ce5952ff95e59f825308d69d65.pdf action. New York: Vintage Books.
Kholis, A. (2021). Elsa Speak App: Automatic Speech Recognition (ASR) for Supplementing English Pronunciation Skills. Pedagogy: Journal Of English Language Teaching, 9(1), 01-14. doi:10.32332/joelt.v9i1.2723
Hong, V. K. (2014). Factors Affecting Secondary-School English Teachers Adoption of Technologies in Southwest Vietnam. Language Education in Asia, 5(2), 198-215.
Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W., & Wong, L. H. (2010).
Leveraging mobile technology for sustainable seamless learning: A research
agenda. British journal of educational technology, 41(2), 154-169.
Madhavi, E., Sivapurapu, L., Koppula, V., Rani, P. E., & Sreehari, V. (2023). Developing Learners’ English-speaking skills using ICT and AI Tools. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 142-153.
Munday, P. (2016) The case for using DUOLINGO as part of the language classroom experience. RIED: Revista Iberoamericana de Educación a Distancia, vol. 19, n. 1, 2016, p. 83-101. ISSN: 1138-2783, EISSN: 1390-3306
Thao, P. T. K. (2021, March). Vietnamese undergraduates’ attitudes towards the use of Facebook for English language teaching and learning. In 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021) (pp. 181-195). Atlantis Press.
Nguyen, L. T. H. (2021). Teachers' Perception of ICT Integration in English Language Teaching at Vietnamese Tertiary Level. European Journal of Contemporary Education, 10(3), 697-710.
Nguyen, T. M. N. (2022). Effects of Using Computer-Based Activities in Teaching English Speaking at a High School in Ho Chi Minh City, Vietnam. International Journal of TESOL & Education, 2(1), 190-212.
Nguyen, T.T.H. (2024). Examining the Issues of English-Speaking Skills that University EFL Learners Face. International Journal of Advanced Multidisciplinary Research and Studies, 4(2): 36-40.
Nguyen, T.T.H. (2024). Addressing core values in professional development in the context of English language teaching: Case study. International Journal of Advanced Multidisciplinary Research and Studies 4(1): 214-218.
Nguyen, T.T.H. (2023). Animate your communicative class & embark your students with fun facts. International Journal of Advanced Multidisciplinary Research and Studies 3(6): 835-840.
Nguyen, T.T.H. (2023). Advantages and disadvantages of online classes through some authors. International Journal of Advanced Multidisciplinary Research and Studies, 3(1): 754-756.
Nguyen, T.T.H. (2023). Analyze two main characteristics of Vietnamese women through cultural language. International Journal of Advanced Multidisciplinary Research and Studies, 3(5): 119-123.
Nguyen, T.T.H. (2023). Technology tools for disabled online learners. International Journal of Advanced Multidisciplinary Research and Studies, 3(6): 835-840.
Nguyen, T.T.H. & Hoang, K. T. (2023). Application cultural linguistics to a new model for humor in translation. International research journal of innovations in engineering and technology, Volume 6, Issue 10, page 79-84, October 2022.
Nguyen, T.T.H. (2022). Locative prepositions “at, in, on” and translation to Vietnamese representational meaning. International Journal of Scientific & Engineering Research Volume 13, Issue 3, March-2022 ISSN 2229-5518.
Nguyen, T.T.H. (2021). Locative prepositions “at, in, on” and translation to Vietnamese through frameworks. International Journal of Scientific & Engineering Research (IJSER) ISSN 2229-5518.
Nguyen, T.T.H. (2020). Approaching the use of the prepositions “at, in, on” by some non-specialized university students in Ho Chi Minh City in 2018. Scientific Journal of Ho Chi Minh City University of Education.
Nguyen, T.T.H. (2020). Access to English prepositions and equivalent units in Vietnamese. Scientific Journal of Ho Chi Minh City University of Education.
Nguyen, T.T.H. (2020). The locating prepositions "at, in, on" in English and the translation into Vietnamese through the locating reference frame. Scientific Journal of Ho Chi Minh City University of Education.
Hoang, Q., Pham, T., Dang, Q., & Nguyen, T. (2021). Factors influencing Vietnamese teenagers’ intention to use mobile devices for English language learning. In 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021) (pp. 230-245). Atlantis Press.
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner's communication skills. Journal on Education, 6(1), 750-757.
Samad, I., & Ismail, I. (2020). ELSA Speak Application as a Supporting Media in Enhancing Students’ Pronunciation Skill. Majesty Journal, 2(2), 1-7. https://doi.org/10.33487/majesty.v2i2.510
Schoepp, K., & and Erogul, M. (2001). Turkish EFL Students’ Utilization of Information Technology Outside the Classroom. [https://www.academia.edu/16973565/Turkish_EFL_students_utilization_of_information_ technology_outside_of_the_classroom]. TEFL Web Journal, 1(1).
Van Loc, V., Vu, N. N., & Linh, V. T. (2021). EFL students’ attitudes towards the ease of use of mobile technology to learn English at a university in Vietnam. In 18th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL–2-2021) (pp. 291-298). Atlantis Press.
Van Vo, L., & Thuy Vo, L. (2020). EFL teachers’ attitudes towards the use of mobile devices in learning English at a university in Vietnam. Arab World English Journal (AWEJ) Volume, 11.
Yingsoon, G. Y. (2021). Using AI Technology to Support Speaking Skill Development for the Teaching of Chinese as a Foreign Language. In Multidisciplinary Functions of Blockchain Technology in AI and IoT Applications (pp. 209-227). IGI Global.