An analysis of a primary school English speaking lesson using an AI-powered conversational English learning application: A focus on student engagement as well as learners’ and teachers’ perceptions of the class

Developments in artificial intelligence such as natural language processing (NLP) and automatic speech recognition (ASR) are making it a viable option to incorporate AI-powered language learning applications into the classroom. Researchers and practitioners have started to experiment with a variety of speech technology for pedagogical use. However, little research has explored the benefits and limitations of applying the AI-based language applications to primary school English education settings. In this context, this research investigates students’ use of an artificial intelligence English conversational application with a specific focus on their engagement patterns. It also analyzes teachers’ and students’ perceptions of using the new technology in the classroom. Results suggest that the AI-enabled conversational application has potentials to enhance students’ engagement and extend their speaking time by boosting their curiosity, creating a sense of interacting with a human-like partner, and encouraging an active use of computer vision technology embedded in the application. To fully realize its pedagogical values, its limitations need to be addressed by improving the app features, tailoring its functionality to the students’ proficiency levels, and carefully integrating the application within the overall structure of the lesson.