Rethinking AI Use in ESP Oral Communication: Evidence From Q Methodology.

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Bibliographic Details
Title:	Rethinking AI Use in ESP Oral Communication: Evidence From Q Methodology.
Authors:	Alharbi, Wael H.¹ dr.alharbi.wael@gmail.com
Source:	Journal of Language Teaching & Research. Jul2026, Vol. 17 Issue 4, p1306-1318. 13p.
Subject Terms:	Foreign language education, Q technique, Teaching methods, Student attitudes, Artificial intelligence in education, Oral communication, Artificial intelligence & ethics
Geographic Terms:	Saudi Arabia
Abstract:	This study investigates university students' subjective viewpoints regarding the use of artificial intelligence (AI) tools when preparing oral academic tasks in English for Specific Purposes (ESP) contexts, particularly presentations and job interviews. Using a mixed-methods Q-methodological design, the study examined shared perspectives among 146 undergraduate students from public and private universities in Saudi Arabia. Participants sorted 30 AI-related statements on a forced-distribution Q grid, and post-sort interviews were used to support interpretation of the emergent viewpoints. By-person factor analysis revealed three distinct orientations toward AI-supported oral preparation: strategic optimizers, ethical self-regulators, and confidencedriven language builders. The findings indicate that learners conceptualize AI use differently depending on their priorities related to efficiency, authenticity, linguistic scaffolding, and confidence-building. The study concludes that AI functions not merely as a technological aid but as a pedagogical resource whose value depends on learners' subjective interpretations and regulatory practices. These results highlight the need for differentiated AI-integration strategies in ESP instruction that support ethical awareness, learner autonomy, and structured rehearsal for high-stakes oral communication. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study investigates university students' subjective viewpoints regarding the use of artificial intelligence (AI) tools when preparing oral academic tasks in English for Specific Purposes (ESP) contexts, particularly presentations and job interviews. Using a mixed-methods Q-methodological design, the study examined shared perspectives among 146 undergraduate students from public and private universities in Saudi Arabia. Participants sorted 30 AI-related statements on a forced-distribution Q grid, and post-sort interviews were used to support interpretation of the emergent viewpoints. By-person factor analysis revealed three distinct orientations toward AI-supported oral preparation: strategic optimizers, ethical self-regulators, and confidencedriven language builders. The findings indicate that learners conceptualize AI use differently depending on their priorities related to efficiency, authenticity, linguistic scaffolding, and confidence-building. The study concludes that AI functions not merely as a technological aid but as a pedagogical resource whose value depends on learners' subjective interpretations and regulatory practices. These results highlight the need for differentiated AI-integration strategies in ESP instruction that support ethical awareness, learner autonomy, and structured rehearsal for high-stakes oral communication. [ABSTRACT FROM AUTHOR]
ISSN:	17984769
DOI:	10.17507/jltr.1704.17