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<p>This systematic review examines the application of Artificial Intelligence (AI) in enhancing oral communication skills (OCS) within the English as a Foreign Language (EFL) context. A comprehensive search across four databases—ProQuest, Google Scholar, Wiley Online Library, and Web of Science—identified 28 empirical studies published between 2020 and 2024 that met predefined inclusion criteria. The review synthesizes current research trends, designs, AI tools, influencing factors, and implementation challenges. Findings reveal that AI-powered tools, including chatbots, speech recognition applications, natural language processing tools, and interactive platforms, positively impact OCS by increasing fluency, reducing anxiety, and boosting learner confidence. These tools facilitate real-time interaction and feedback, fostering active engagement and self-directed learning. However, challenges such as emotional interaction, technical support, contextual adaptation, and data privacy issues remain significant barriers to implementation. This review highlights the potential of AI in transforming EFL education but emphasizes the need for comprehensive teacher training, enhanced AI functionality, improved infrastructure, and hybrid teaching strategies combining AI with traditional methods. Future research should focus on longitudinal studies to evaluate AI’s long-term effectiveness and refine its applications to meet diverse learning needs. By addressing these challenges, educators can unlock AI’s full potential, ensuring more inclusive and impactful language learning experiences for EFL students.</p>

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Artificial Intelligence Applications for Oral Communication Skills in EFL Contexts: A Systematic Review

  • 期刊论文

  • 发表日期：

    2025年7月25日

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  • Dandan Li,
  • Yanmei Zhao

摘要

This systematic review examines the application of Artificial Intelligence (AI) in enhancing oral communication skills (OCS) within the English as a Foreign Language (EFL) context. A comprehensive search across four databases—ProQuest, Google Scholar, Wiley Online Library, and Web of Science—identified 28 empirical studies published between 2020 and 2024 that met predefined inclusion criteria. The review synthesizes current research trends, designs, AI tools, influencing factors, and implementation challenges. Findings reveal that AI-powered tools, including chatbots, speech recognition applications, natural language processing tools, and interactive platforms, positively impact OCS by increasing fluency, reducing anxiety, and boosting learner confidence. These tools facilitate real-time interaction and feedback, fostering active engagement and self-directed learning. However, challenges such as emotional interaction, technical support, contextual adaptation, and data privacy issues remain significant barriers to implementation. This review highlights the potential of AI in transforming EFL education but emphasizes the need for comprehensive teacher training, enhanced AI functionality, improved infrastructure, and hybrid teaching strategies combining AI with traditional methods. Future research should focus on longitudinal studies to evaluate AI’s long-term effectiveness and refine its applications to meet diverse learning needs. By addressing these challenges, educators can unlock AI’s full potential, ensuring more inclusive and impactful language learning experiences for EFL students.