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Chuxuan Xing

Murad Abdu Saeed

Universiti Malaya, Malaysia

 

Abstract

The rapid advancement of artificial intelligence (AI) technologies in language education has garnered significant attention from researchers who have explored AI applications in various language learning domains. Though there are numerous systematic reviews of studies on the application of AI in language education, speaking skills remain a crucial capacity for ESL/EFL learners to master. Most of these existing systematic reviews have primarily focused on areas such as language learning, teaching, and writing. Notably, only one systematic review has specifically addressed the use of AI Chatbots in speaking, leaving a gap in reviewing empirical research on this vital aspect of language learning. To bridge this research gap, this systematic review mainly investigated research trends on the applications, benefits, challenges, and implications of AI technologies in ESL/EFL speaking skills. It systematically reviewed 55 empirical studies about AI technologies in speaking skills published from 2017 to 2024, which were systematically selected from major academic databases (Web of Science, Scopus, ERIC, and Google Scholar) using the PRISMA flowchart and predefined inclusion/ exclusion criteria. The data was generated from analysis of those empirical studies. The findings revealed that AI tools have several advantages in improving speaking skills, promoting learners’ language proficiency and assisting students with pronunciation correction. However, the review also emphasized the potential limitations and challenges in using AI technologies in ESL/EFL speaking environments, such as inequality and accessibility, inaccurate speech recognition, and over-reliance. In addition, the review provided valuable technological, pedagogical, educational and research implications in the context of ESL/EFL speaking.

 

Keywords

Artificial intelligence (AI), ESL/EFL, AI in speaking skills, oral skills, systematic review