AI-Supported Learning and EAP Speaking Proficiency among Iranian Medical Students: Insights from a Mixed-Methods Study

Empirical research in discipline-specific contexts such as medical EAP instruction remains limited despite advances in artificial intelligence. To address this gap, the present mixed-methods quasi-experimental design of the study examined the effects of AI-supported learning on Iranian medical students’ EAP speaking proficiency and explored their perceptions of AI-mediated speaking practice. The collected data were analyzed using a combination of quantitative and qualitative techniques in line with explanatory sequential mixed-methods research. This design facilitated a two-phase approach, allowing for a more comprehensive understanding of how AI-supported learning influenced EAP speaking performance. 80 undergraduate medical students were selected through convenience sampling from two intact EAP classes and assigned to an experimental and a control group. While the control group received traditional instruction, the experimental group engaged in AI-assisted speaking tasks using the EAP Talk platform. Quantitative data were collected through PET speaking pretest and posttest and analyzed using paired-samples and independent-samples t-tests as well as correlation analyses. Qualitative data, gathered through semi-structured interviews, were analyzed using thematic analysis. The findings revealed that although both groups demonstrated significant improvement, the experimental group achieved substantially greater gains across all speaking components, including grammar, vocabulary, pronunciation, discourse management, and interactive communication. Qualitative results indicated that AI-supported learning fostered a non-judgmental, low-anxiety environment, provided immediate personalized feedback, enhanced learner autonomy, and complemented teacher-led instruction. These findings highlight the pedagogical value of AI-assisted learning for improving EAP speaking proficiency and inform technology-enhanced curriculum design in medical English education.