AI for English speaking practice: A study of effectiveness and engagement among Vietnamese university learners
DOI:
https://doi.org/10.14742/ajet.10050Keywords:
AI-assisted language learning, English speaking proficiency, student engagement, Vietnamese English as a foreign language (EFL) context, higher educationAbstract
This study investigated the effectiveness of artificial intelligence- (AI) powered speaking practice tools in improving English proficiency and engagement among Vietnamese university students using a 16-week quasi-experimental design with 240 participants across four diverse higher education institutions. Multi-level modelling revealed significantly greater speaking proficiency improvements for the treatment group compared to the control group (overall d = 1.11), with substantial gains in learner engagement across all dimensions. Although the intervention proved effective across all institutional types, effect sizes varied between well-resourced and moderately resourced rural institutions, suggesting resources moderate rather than determine outcomes. The findings demonstrate AI tools' potential to address persistent challenges in Vietnamese English education by creating low-stakes practice environments that circumvent cultural barriers to speaking participation. The study extends theoretical understanding by establishing that AI tools primarily enhance performance-oriented aspects of speaking over knowledge-based dimensions and by identifying cognitive engagement as a critical mechanism underlying effective language acquisition in Confucian-heritage educational contexts.
Implications for practice or policy:
- Language educators should integrate AI-powered speaking tools to provide personalised practice opportunities, addressing traditional classroom resource constraints.
- Vietnamese higher education institutions must ensure equitable AI tool access across socio-economic backgrounds while maintaining cultural pedagogical appropriateness.
- Curriculum designers should revise speaking assessments to capture both test performance and authentic communicative competence improvements.
- Policymakers should prioritise teacher professional development for effective AI integration in language instruction.
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Copyright (c) 2025 Hoang Nguyen Huu
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