Artificial intelligence (AI)-mediated speaking applications increasingly extend English as a foreign language (EFL) oral practice beyond limited classroom time, yet evidence remains scarce on whether GPT-powered tools such as Talkpal.AI offer advantages over established instructional approaches. Grounded in self-regulated learning (SRL) theory, this quasi-experimental pretest–posttest study compared Talkpal.AI-mediated instruction, task-based instruction, and traditional instruction among 81 Chinese university EFL students in three intact classes: Talkpal.AI (n = 27), task-based (n = 26), and control (n = 28). Uncertainty-related speaking anxiety and metacognitive awareness in speaking were assessed using validated measures. Data were analyzed using MANCOVA with pretest scores as covariates, followed by univariate ANCOVAs and Bonferroni-adjusted pairwise comparisons. Results showed a significant overall group effect and significant between-group differences for both outcomes, with large effects. The Talkpal.AI group showed the most favorable adjusted posttest profile, followed by the task-based group; both groups showed more favorable outcomes than the control group. From an SRL perspective, structured AI-mediated speaking cycles involving goal setting, repeated practice, monitoring, and reflection may reduce speaking anxiety while strengthening metacognitive awareness. Pedagogically, guided Talkpal.AI rehearsal can be integrated as out-of-class preparation for classroom speaking tasks, supported by brief reflection activities that reinforce strategic regulation and reduce evaluative pressure.
No takes yet. Share an insight, caveat, or question.
Shanshan Guan (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: