Perceptions of Using Generative Artificial Intelligence in Speaking Classes: Voices of English Language Learners (Poster 43)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Artificial Intelligence in Education and Learning Technologies

Abstract

This exploratory qualitative study investigates English language learners (ELLs)’ perceptions of using generative artificial intelligence (GenAI), particularly ChatGPT, in speaking classes. A focus group interview with six ELLs revealed that their initial mixed feelings shifted to recognition of ChatGPT’s usefulness for ongoing language practice outside the classroom. Additionally, learners valued ChatGPT’s constant availability as a practice tool but acknowledged it cannot replace the motivational support and facilitation of human teachers. Factors influencing their experiences included the relevance of ChatGPT-assisted activities to their daily lives, teachers’ pedagogical approaches, teachers’ technological comfort, and challenges like practice time and targetedness of questions. This study outlines new directions on its scalability and potential long-term impacts across different proficiency levels in various educational contexts.

Authors

• Hyangeun Ji, University of North Texas

• Insook Han, Korea University

• Janelle M. Bailey, Temple University