Speaking English with AI or Humans: What Engages EFL Learners More?

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Bibliographic Details
Title:	Speaking English with AI or Humans: What Engages EFL Learners More?
Authors:	Lee, Juhee¹ juheelee.carpediem@gmail.com
Source:	English Teaching. 2025 Special Issue, Vol. 80, p41-66. 26p.
Subject Terms:	Student attitudes, Computer assisted language instruction, Limited English-proficient students, Interlanguage (Language learning), Second language acquisition, Teaching methods, Social interaction, Oral communication
Abstract:	This study investigated the impact of artificial intelligence (AI) and peer interactions on the speaking performance and attitudes of EFL university students using a within-subjects design. Thirty-nine participants engaged in both AI-based and peer-based speaking activities over 14 weeks and completed pre- and post-speaking tests, as well as pre-, mid-, and post-questionnaires. At the end of the semester, they also submitted reflective essays describing their experiences. Results revealed significant improvements in both speaking performance and self-perceived speaking skills from pre- to post-test. However, students' attitudes toward AI and peer interactions diverged. Engagement, interest, and participation in AI interactions declined over time, whereas these affective dimensions in peer interactions remained stable or improved. Enjoyment and concentration were also consistently higher in peer interactions than in AI interactions. Overall, the findings suggest that although AI can enhance EFL learners' speaking performance through repetitive practice and timely feedback, peer interactions play a more enduring role in supporting engagement, enjoyment, and meaningful language learning over time. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study investigated the impact of artificial intelligence (AI) and peer interactions on the speaking performance and attitudes of EFL university students using a within-subjects design. Thirty-nine participants engaged in both AI-based and peer-based speaking activities over 14 weeks and completed pre- and post-speaking tests, as well as pre-, mid-, and post-questionnaires. At the end of the semester, they also submitted reflective essays describing their experiences. Results revealed significant improvements in both speaking performance and self-perceived speaking skills from pre- to post-test. However, students' attitudes toward AI and peer interactions diverged. Engagement, interest, and participation in AI interactions declined over time, whereas these affective dimensions in peer interactions remained stable or improved. Enjoyment and concentration were also consistently higher in peer interactions than in AI interactions. Overall, the findings suggest that although AI can enhance EFL learners' speaking performance through repetitive practice and timely feedback, peer interactions play a more enduring role in supporting engagement, enjoyment, and meaningful language learning over time. [ABSTRACT FROM AUTHOR]
ISSN:	10177108
DOI:	10.15858/engtea.80.5.202512.41