Exploring EFL Students’ Use of AI Tools in Speaking Classes: Purposes, Motivations, and Perceived Benefits
DOI:
https://doi.org/10.54855/ictep.261111Keywords:
Artificial Intelligence (AI), speaking performance, learner perceptions, English as a Foreign Language (EFL)Abstract
Despite the rapid adoption of artificial intelligence (AI) in education, empirical evidence on how EFL learners use AI tools to improve speaking skills remains limited. This study examines the specific AI tools, usage purposes, motivations, and percieved benefits among university EFL students. A quantitative survey was administered to 155 freshmen at Ho Chi Minh City University of Industry and Trade (HUIT). Data were analyzed using descriptive statistics in SPSS. The findings revealed that generative AI chatbots (notably ChatGPT and Gemini) were widely adopted, primarily for idea generation, vocabulary enrichment, and translation. Learners were motivated by perceived usefulness, ease of use, and reduced speaking anxiety. Major reported benefits include enhanced confidence, expanded vocabulary, and greater learning flexibility. These findings offer practical insights for integrating generative AI tools into tertiary EFL speaking curricula.
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