AI CHATBOTS IN ELT: EVALUATING THE IMPACT ON SPEAKING SKILL DEVELOPMENT OF HIGHER EDUCATION STUDENTS
Keywords:
Key words: AI Chatbots, Speaking Skills Development, Automated Feedback, English Language Teaching (ELT), Higher Education, Autonomous Learning.Abstract
Abstract: This article discusses the Effectiveness of AI-Powered Chatbots in
Developing Speaking Skills of Higher Education Students.This study addresses the
perennial challenge of limited speaking practice opportunities in conventional English
Language Teaching settings. AI-powered conversational agents (chatbots) have
emerged as a promising solution, offering students continuous, personalized practice
and automated feedback. The primary aim of this research is to evaluate the
effectiveness of integrating AI-chatbots into the English language teaching curriculum
for developing the speaking skills of students in higher education institutions in
Uzbekistan. A 12-week quasi-experimental study was conducted involving two
groups: a control group (traditional instruction) and an experimental group (traditional
instruction plus regular AI-chatbot practice). The students’ speaking performance was
assessed using pre-tests and post-tests focusing on fluency, accuracy, and lexical
richness. The findings indicate that the experimental group demonstrated a statistically
significant improvement in speaking skills compared to the control group. Specifically,
the use of AI-chatbots positively enhanced students’ fluency and motivation for
autonomous learning. The study confirms the pedagogical value of AI-chatbots as an
effective tool for teaching English in the Uzbek educational context and provides
practical implications for enhancing English language teaching programs through
technology integration.
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