University Students’ Perceptions of ChatGPT-Supported Storytelling in a Mobile-Assisted Blended Learning Environment

With the growing interest in AI-assisted language learning, there is increasing attention to how generative AI tools such as ChatGPT can be integrated into structured instructional frameworks to support EFL speaking development. This pilot study examined the effects of ChatGPT-supported storytelling activities implemented within a Mobile-Assisted Blended Learning (MABL) environment on university EFL students’ speaking proficiency and learner perceptions. A total of 32 undergraduate students participated in a 16-week instructional intervention integrating ChatGPT, storytelling tasks, and mobile-supported collaborative activities through KakaoTalk. Students’ speaking proficiency was assessed through pre- and post-intervention interviews, and the results were analyzed using paired-samples t-tests. Learner perceptions were investigated through a questionnaire consisting of Likert-scale and open-ended items. The results indicated a statistically significant improvement in speaking proficiency following the intervention. Questionnaire findings also revealed generally positive learner perceptions, particularly in terms of perceived usefulness and overall satisfaction. Open-ended responses suggested that students valued opportunities for idea generation, extended speaking practice, and collaborative interaction, although some reported difficulties related to task complexity and group coordination. These findings suggest that the structured integration of ChatGPT within storytelling-based tasks in a MABL environment may provide a pedagogically meaningful approach to supporting speaking development and learner engagement in EFL contexts.