THE IMPACT OF ARTIFICIAL INTELLIGENCE–POWERED LANGUAGE LEARNING TOOLS ON STUDENTS’ SPEAKING AND WRITING SKILLS: AN EMPIRICAL STUDY IN HIGHER
Keywords:
artificial intelligence, English language learning, speaking skills, writing skills, automated feedback, AI chatbots, higher education, adaptive learning, educational technology, learner autonomyAbstract
Artificial Intelligence (AI) technologies are transforming the landscape of language education by offering personalized learning, adaptive feedback, and automated performance assessment. This study investigates the impact of AI-powered language learning tools on students’ speaking and writing skills in higher education settings. Using a quasi-experimental mixed-methods design, the research examines 180 undergraduate English majors from three universities who utilized AI-based applications—including speech recognition software, automated writing evaluation systems, and conversational chatbots—over one academic semester. Data were collected through pre- and post-tests, surveys, classroom observations, and semi-structured interviews. Results indicate that students who engaged with AI tools demonstrated significant improvement in pronunciation accuracy, fluency, vocabulary usage, and writing coherence. Students also reported increased motivation and autonomy in language practice. Nevertheless, challenges such as over-reliance on AI feedback, limited contextual awareness in writing assessment, and privacy concerns were observed. The study concludes with pedagogical and policy recommendations for integrating AI technologies into communicative English curricula in higher education
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