Use of Artificial Intelligence-Powered Learning Tools and Oral English Proficiency of ESL Learners at Isabela State University: Basis in Designing AI-Based Speaking Activities
DOI:
https://doi.org/10.65141/sjter.v3i1n16Keywords:
Artificial Intelligence, English Second Language, Oral Proficiency, Cognitive Attitude, Affective Attitude, Behavioral AttitudeAbstract
This study examined ESL learners’ attitudes toward the use of AI-powered learning tools and their relationship with oral English proficiency at Isabela State University-Echague Campus. A descriptive-correlational research design was employed involving first-year to third-year Bachelor of Secondary Education major in English students. Learners’ attitudes toward AI-powered learning tools were measured across cognitive, affective, and behavioral domains using a questionnaire. Oral English proficiency was assessed through an adapted IELTS Speaking Test focusing on fluency and interaction, vocabulary, spoken grammar, content and relevance, and pronunciation, intonation, and stress. Results revealed that learners generally demonstrated positive attitudes toward AI-powered learning tools across all domains. Their oral English proficiency ranged from Good to Adequate, with strengths observed in content and relevance, vocabulary, and pronunciation, while fluency, interaction, and spoken grammar were comparatively weaker. Despite their positive attitudes, the results indicated no significant relationship between learners’ attitudes toward AI tools and their actual oral English proficiency, suggesting that while learners have favorable attitudes towards AI tools, these alone are insufficient to improve oral English proficiency, highlighting the need for guided and task-based integration of AI tools in ESL speaking instruction.
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