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<p>Amid globalization, the demand for English oral proficiency continues to grow. This study employs a quasi-experimental design to investigate the integration of an AI chatbot into the mobile-assisted blended learning (MABL) framework. It examines the impact of this approach on the spoken English abilities of Chinese non-English major university students learning English as a foreign language (EFL). A total of 72 students participated in the study, with 36 students in the experimental group and 36 in the control group. The AI chatbot, integrated into the MABL framework, offers learners real-time feedback and interactive dialogue in a flexible learning environment not bound by time or space. Over an eight-week intervention, the framework’s effectiveness was evaluated using pre- and post-tests and a modified Technology Acceptance Model (TAM) questionnaire. Results indicated that students in the experimental group significantly enhanced their fluency and appropriateness in spoken English after using the framework. Additionally, students’ positive feedback on the AI chatbots’ usefulness, ease of use, and learning process, coupled with their high engagement and satisfaction, signifies strong acceptance of this innovative learning framework. These findings underscore the potential of AI chatbots to enhance English oral proficiency in education, offering new insights for similar educational contexts.</p>

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Supporting english speaking practice in higher education: the impact of AI chatbot-integrated mobile-assisted blended learning framework

  • 期刊论文

  • 发表日期：

    2025年1月31日

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  • Qing Zhou,
  • Harwati Hashim,
  • Nur Ainil Sulaiman

摘要

Amid globalization, the demand for English oral proficiency continues to grow. This study employs a quasi-experimental design to investigate the integration of an AI chatbot into the mobile-assisted blended learning (MABL) framework. It examines the impact of this approach on the spoken English abilities of Chinese non-English major university students learning English as a foreign language (EFL). A total of 72 students participated in the study, with 36 students in the experimental group and 36 in the control group. The AI chatbot, integrated into the MABL framework, offers learners real-time feedback and interactive dialogue in a flexible learning environment not bound by time or space. Over an eight-week intervention, the framework’s effectiveness was evaluated using pre- and post-tests and a modified Technology Acceptance Model (TAM) questionnaire. Results indicated that students in the experimental group significantly enhanced their fluency and appropriateness in spoken English after using the framework. Additionally, students’ positive feedback on the AI chatbots’ usefulness, ease of use, and learning process, coupled with their high engagement and satisfaction, signifies strong acceptance of this innovative learning framework. These findings underscore the potential of AI chatbots to enhance English oral proficiency in education, offering new insights for similar educational contexts.