A program based on Some Interactive Artificial Intelligence Applications to Develop Pre-Service Kindergarten Teachers’ EFL Expressive speaking Skills and Their Technological Literacy

This study investigates the effectiveness of a program based on interactive artificial intelligence (AI) applications in enhancing expressive speaking skills and technological literacy among pre-service kindergarten teachers. Adopting a one-group pre-post experimental design, the study involved 30 participants enrolled in the Childhood Department at the Faculty of Education, Hurghada University. Quantitative data were collected using pre- and post-assessments designed to measure participants’ expressive speaking abilities and levels of technological literacy. The analysis revealed statistically significant improvements in both expressive speaking (p < 0.01) and technological literacy (p < 0.01) following the intervention. Effect sizes, measured by Eta Squared, were 0.296 for expressive speaking and 0.610 for technological literacy, indicating large effects. These results underscore the potential of AI-enhanced educational interventions to develop expressive speaking skills and technological literacy in teacher preparation programs. The findings support the integration of AI technologies into language and teacher education curricula to foster more effective, engaging, and future-ready learning experiences for pre-service teachers.Keywords: Artificial intelligence, expressive speaking skills, technological literacy, pre-service teachers