Abstract:
Consequences of globalization and the rapid digital transformation of the world have elevated the necessity of second language learners to excel in English speaking skills to compete in academic and professional settings. The major objective of this study was to investigate the effectiveness of AI powered tools in enhancing students’ fluency in English speaking. The incorporation of AI powered chatbots and voice assistants represents a new approach that caters to this knowledge gap. Furthermore, this study explored the efficacy of these tools in improving oral competence through interactive and constructive opportunities to interact with the English language. The research sample consisted of 120 undergraduates in disciplines of Business and Information Technology from the University of Kelaniya, Sabaragamuwa University and Informatics Institute of Technology (IIT) representing both state and private university sectors. The study was conducted during a period of 6 weeks. The mixed method approach was utilised, including surveys, focus group conversations and recorded AI assisted conversations focused on perceptions of students, levels of engagement and improvements in oral proficiency. As per findings of the study, AI powered tools have positively impacted the fluency in speaking, vocabulary building, and confidence in language communication. All three universities evidenced that AI powered tools offer learners with immediate and real-life opportunities for communicative competence reducing over-reliance on classroom based and teacher-centered speaking activities. In relation to vocabulary acquisition, AI powered applications were employed during the intervention sessions and informally during peer learning activities. Results depicted a lower level in vocabulary acquisition deriving limitations owing to the lack of technological infrastructure and free access to AI tools. In terms of pronunciation, AI powered voice assistants such as SIRI and Google Assistant promoted accurate pronunciation though instant feedback and technologies in speech recognition.
Furthermore, interviews with selected students from the sample evidenced that the unavailability of cultural barriers and fear of judgement upsized the confidence level in speaking in English and the constant engagement with the language. The integration of AI technology in ESL pedagogy in Sri Lankan universities was identified as a key requirement to fulfil the knowledge gap and the global professional demand for undergraduates.
