Students’ Attitudes Toward Utilizing AI-Based Technologies to Their Speaking Proficiency: A Case Study

Speaking fluency is one of the requirements for metacognition in language background to students majoring in English at tertiary level. However, most of them do not meet the requirements from their curriculum due to some extent of lack of "environment of scaffolding for practice" and high-related technology is seen as a "life-jacket" for this issue (Schoepp & Erogul, 2001); Ghasemi & Hashemi, 2011). This study aims to explore the attitudes of students at the tertiary level toward the efficacy of Artificial Intelligence (AI)-assisted websites and applications in encouraging the advancement of speaking capacity. It examines both positive aspects such as increased engagement and potential drawbacks of technology itself. The article contents that case studies of this kind could have the power to illuminate the context of teaching of speaking at tertiary level via a qualitative style of information through the methods of a semi-structured questionnaire . One hundred and eight sophomores majoring in English engaged in six experimental weeks with carefully designed guidelines to utilize two AI-based websites: app.smalltalk2.me and voicetube.com. After that, the questionnaire was delivered to investigate learners' perceptions and engagement levels throughout the period. The analysis of data reveals that students express a degree of preference for incorporating AI technologies into their English-speaking practice, while there are also several constraints associated with the current generation of AI apps. The results will contribute to a better understanding of how students view AI technology-integrated English-speaking learning and its potential impacts on their overall speaking competence. Knowledge can inform educators about integrating effective technological tools in speaking-teaching courses to foster a positive learning environment and promote speaking development.