International Journal For Multidisciplinary Research

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Harnessing Artificial Intelligence to Enhance Speaking Confidence in EFL Learners with Limited Opportunities for Real-World Practice: A Review and Recommendations

Author(s) Mr. Wouter Van Dijk
Country Thailand
Abstract Background and Aims: One of the biggest challenges for EFL learners in non-English-speaking countries is the lack of real-world opportunities to practice conversational skills. Traditional teaching methods often fall short in addressing this gap. AI-powered Intelligent Personal Assistants (IPAs) present a potential solution by offering interactive, on-demand conversations that simulate real-life exchanges. Over the past decades, extensive research has explored the impact of AI-powered tools on second language acquisition. This article specifically examines the potential of AI-driven technologies to enhance oral proficiency in language learners. Additionally, it presents strategic recommendations for implementing AI in language instruction, focusing on fostering learner engagement and improving speaking skills. This article explores how AI-driven tools can be useful for helping EFL learners to improve their communication skills, build confidence, and stay engaged in the learning process.
Methodology: This review employs a qualitative synthesis of peer-reviewed literature, analyzing empirical studies, theoretical frameworks, and recent advancements in AI-driven EFL learning. The focus is solely on using AI to enhance speaking confidence in EFL learners. Issues related to other aspects of language learning are not discussed. The sources were selected based on relevance, methodological rigor, and contribution to understanding AI’s impact on speaking proficiency, engagement, and learner confidence.
Results: This article examines the impact of AI-driven tools on EFL learning, focusing on their potential to enhance communicative competence, reduce language anxiety, and increase learner engagement. Findings suggest that IPA applications can serve as valuable supplementary tools, fostering situational interest and improving confidence in spoken English. However, limitations remain. The novelty effect may lead to short-term engagement without sustained personal interest. AI-generated responses often lack variety, contextual sensitivity, and cultural nuance, which collectively have the potential to hinder authentic communication. Additionally, overreliance on AI tools may reduce meaningful human interaction, limiting social learning benefits. Privacy concerns also arise when users share personal information through these platforms.
Conclusion: AI could potentially enrich EFL learning, but it should be used in addition rather than as a replacement for human instruction. This article suggests that AI works best when integrated into structured role-playing exercises guided by educators to ensure that learners get engaged in meaningful interactions. Teachers are to play a crucial role in scaffolding AI-assisted learning, helping students apply their skills in real-world contexts and sustain long-term engagement. Educators can create dynamic learning environments that balance technology with human interaction by thoughtfully incorporating AI, ultimately enhancing communication skills and language proficiency.
Keywords AI-powered applications, Chatbots, English speaking development, Factors enhancing EFL speaking skills, Responsible AI Integration
Field Sociology > Education
Published In Volume 7, Issue 2, March-April 2025
Published On 2025-04-27
DOI https://doi.org/10.36948/ijfmr.2025.v07i02.42748
Short DOI https://doi.org/g9gvf9
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