The rapid digitalization of the tourism industry necessitates a high level of oral English proficiency, yet traditional classroom settings often fail to provide the necessary individual practice for students. This paper explores how Artificial Intelligence (AI) platforms, particularly Automated Speech Recognition (ASR) and conversational models, can be integrated into English for Specific Purposes (ESP) curricula to bridge this gap. Grounded in the Interaction Hypothesis and the Affective Filter Hypothesis, the study analyzes how AI facilitates a stress-free environment for linguistic rehearsal. Preliminary observations at International Nordic University indicate that students engaging with AI-mediated tools show a marked increase in response length, speaking confidence, and lexical retrieval. The research emphasizes a blended learning approach, suggesting that AI should serve as a scaffold rather than a replacement for human instructors.
Naimaxon Madaminova (2026) studied this question.