From anxiety to empowerment: AI-supported speaking practice for low-literacy EFL university students

Abstract

This study explored oral proficiency, attitudes toward AI-assisted speaking practice and empowerment in low-literacy EFL university students. This study adopted mixed methods involving 120 first-year students of Universitas Muhammadiyah Purworejo, Indonesia and Universiti Teknologi MARA Cawangan Pahang, Malaysia. These students were purposefully selected on the basis of their performance in the university English proficiency assessments. Data were gathered using a post-speaking performance assessment, survey, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and qualitative data using thematic analysis. The results indicated that students achieved a good level of speaking proficiency, with comprehension being the strongest area of speaking. The survey results showed positive perceptions of AI-assisted speaking practice, particularly regarding its usefulness, accessibility, motivational effect, and the increase in speaking confidence. The interview results revealed that AI-assisted speaking practice improved learner empowerment by reducing speaking anxiety, increasing speaking confidence, promoting learner independence, and strengthening students’ belief in their ability to communicate in English. The results demonstrate that AI-assisted speaking exercises are capable of promoting the linguistic and psychological development of low-literate university students learning EFL.