From Classroom to Chatbot: The Use of AI in Developing Speaking Proficiency

Abstract

This study examines the use of ChatGPT as a conversational partner to support speaking practice among first-semester EFL students in a blended learning setting. Using a qualitative descriptive approach, data were collected through classroom observations, reflective responses, and informal interviews with sixty-five English Literature students. The findings show that AI-supported rehearsal mainly influenced students’ emotional readiness and willingness to participate rather than immediate linguistic improvement. Many learners used ChatGPT to practise privately, organise their ideas, and prepare for classroom interaction, which reduced the fear of judgement and encouraged more active participation. At the same time, students recognised that AI could not replace authentic peer communication, particularly during spontaneous discussions. The study suggests that conversational AI functions most effectively as a preparatory space that complements classroom speaking activities. These results contribute to ongoing discussions about the role of AI in EFL speaking development by highlighting how private rehearsal and collaborative interaction can work together to support early-stage university learners.