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Expressing thoughts and feelings efficiently is fundamental in daily, academic, and professional life. Accordingly, self-efficacy beliefs play pivotal roles in shaping learners’ speaking performance through various dimensions. Higher education institutions assume responsibility for boosting students’ speaking self-efficacy, thereby contributing to their self-confidence in different venues. Meanwhile, AI-integrated English classes are on the rise thanks to their overt advantages. In this regard, this study explored the effect of ChatGPT on developing speaking self-efficacy of EFL learners who were selected randomly among sophomore students in Advanced English classes at the tertiary level in Erbil, Iraq. Forty-four students whose ages ranged from 18 to 27 joined the treatment period to represent the control or experimental group voluntarily within 8 weeks in the 2024-2025 academic year. Control group students took part in speaking sessions in classes, whereas experimental group students took advantage of ChatGPT as a speaking tutor to support their learning in classes with given topics in line with the coursebook. Data collection was implemented through speaking exams, questionnaires, and interviews, the analyses of which were administered through SPSS 29 and MAXQDA. Findings unearthed that ChatGPT is a promising tool to increase students’ speaking self-efficacy scores because it offers a welcoming atmosphere to receive constructive feedback, play recordings several times, and balanced instruction according to learners’ levels. Thus, they could relieve speaking anxiety and speak more self-assuredly. The findings of this study may have certain implications for interested parties who are engaged in integrating AI tools into EFL classes harmoniously.
Celik et al. (Fri,) studied this question.