Document Type : Research Paper
Authors
1 Khatam University
2 Department of English Language, Khatam University
Abstract
Regardless of the current buzz, there is still a great deal to uncover when it comes to the promises of AI in language instruction, especially in under-resourced contexts. The present mixed-methods study compared the effects of AI-powered chatbots and Synchronous Computer-Mediated Communication (SCMC) on Iranian EFL learners’ oral proficiency and self-efficacy. For this purpose, 60 EFL learners were conveniently sampled and the speaking section of IELTS as well as the Questionnaire of English Self-Efficacy were administered as pretest and posttest with six weeks of treatment. The experimental group used Pi as speaking partner, whereas the other group spent a comparable amount of time engaging in SCMC with the instructor. ANCOVA revealed that AI significantly enhanced oral self-efficacy in the experimental group (p = 0.001). As for oral proficiency, although a positive impact was suggested, the difference was only marginally significant (p = 0.082). Qualitative findings mostly suggested positive attitudes, particularly towards the “increased practice opportunities” while a number of concerns, especially about “limitations in natural interaction” were voiced. It is argued that AI has the potential to compensate for some of the limitations in under-resourced TESOL contexts and push language education to more equitable and sustainable standards around the globe.
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