The Effects of AI-supported ELSA Speak Application on Speaking Outcomes and Learning Perceptions among EFL Learners

Abstract

本研究深入探討整合人工智慧（AI）技術的行動輔助語言學習（MALL）對培養自主口語能力之成效。研究旨在調查融入先進語音識別技術的MALL應用程式在個別化語言學習方面的潛力。本研究亦凸顯AI技術在教育領域的關鍵作用，提供學生彈性和量身定制的學習機會，有助於提高口語能力，促進語言習得和自主學習。因此本研究結果對於推動英語教育具有重要意義，有效展示了MALL和AI在建立以學習者為中心和協作式語言學習環境中的實際應用。最終，本研究的主要目標是透過充分運用MALL和AI技術的協同潛力以提升英語語言教育的質量。本研究旨在檢驗將ELSA Speak應用程式納入英語作為外語（EFL）教學對學生的口語能力和學習觀感的影響。研究對象為台灣中部一所私立大學的27位英語專業大二學生。參與者完成了為期四週的傳統教學，包括兩個口語任務以及課堂內外的各種小型口語活動。之後，學生在為期四週的時間內使用AI輔助之ELSA Speak應用程式，每天回答應用程式提供的口語提示。資料來源包括：（1）學生在四個任務中的口語表現，前兩個任務作為傳統教學學習成果（視為前測），後兩個任務作為MALL學習成果（視為後測）；（2）問卷調查，探索使用ELSA的觀感，包括系統操作、學習態度、有用性、個別化和連接性；（3）反思日誌，記錄學生的學習體驗。本混合研究採用了量化數據（即學生的學習表現和問卷回應）和質性資料（即反思日誌中學生的詳細回答），為AI融入EFL教學的潛力提供了實質見解。研究結果顯示，ELSA Speak應用程式對學生的整體口語表現以及發音、語調、流利度、語法和詞彙等子技能的提升有正面影響。ELSA Speak對EFL學生在發音、語調、流利度和詞彙方面有顯著改善，但在語法方面並未觀察到顯著進步。至於學生對MALL的觀感，使用者滿意度和學習經驗分析顯示，大多數學生認為該應用程式的界面、學習過程以及作為學習工具的效果令人滿意、方便，對他們的學習態度、動機和能力產生了積極的影響。This research study delves into the significance of Mobile-Assisted Language Learning (MALL), an innovative approach that integrates Artificial Intelligence (AI) technologies, in nurturing autonomous speaking skills. The study aimed to investigate the potential of MALL applications which incorporate advanced speech recognition technology, for personalized language learning. It also underscores the pivotal role of AI technologies within the education sector in providing students with flexible and tailored learning opportunities beneficial to enhanced speaking proficiency, facilitating language acquisition and autonomous learning. The research outcomes contribute significantly to the advancement of English education by effectively showcasing the practical utilization of MALL and AI in establishing learner-centered and collaborative language learning environments. Ultimately, the primary objective of this research endeavor is to elevate the quality of English language education by harnessing the synergistic potential of MALL and AI technologies. This study aimed to examine the effects of incorporating the ELSA Speak application into English as a Foreign Language (EFL) instruction on students' speaking skills and perceptions. The study involved 27 English-major sophomores who were enrolled at a private university in central Taiwan. The participants completed a four-week conventional instruction consisting of two speaking tasks, with various mini-speaking activities both inside and outside the classroom. Following this, the students utilized the AI-supported ELSA Speak application for two tasks over a four-week period, responding daily to speaking prompts generated by the application. Data was collected from three sources: (1) student speaking performances on the four tasks, with the first two serving as a pre-test reflecting learning outcomes with conventional instruction, while the latter two as a post-test demonstrating learning outcomes with MALL; (2) questionnaires that explored perceptions of using ELSA in terms of system operation, learning attitude, usefulness, personalization, and connectivity; and (3) reflective journals documenting the students' learning experiences. This mixed-methods study employed both quantitative data (i.e., student learning performance and questionnaire responses) and qualitative data (i.e., in-depth student responses in reflective journals) to provide valuable insights into the potential integration of AI into EFL instruction. The study aimed to direct researchers' attention to the examination of its potential and to offer a framework for the future development of AI-supported language learning applications. The results of a study indicated that the ELSA Speak app contributed to improvement in students' overall speaking performance as well as proficiency across subskills, including pronunciation, intonation, fluency, grammar, and vocabulary. While ELSA Speak significantly enhanced pronunciation, intonation, fluency, and vocabulary among the EFL students, significant improvement in grammar was not observed. As regards the students’ perceptions of MALL, user satisfaction and learning experience analysis revealed that most students found the app's interface, learning process, and effectiveness as a learning tool satisfactory, convenient, and positively impactful on their learning attitudes, motivation, and proficiency