Abstract

Abstract
This study explored the impact of a voice-based AI chatbot (Pi) on the speaking fluency and self-efficacy of Algerian tertiary EFL students. It aimed to create an environment that encouraged EFL learners to comfortably engage with the voice bot Pi for speaking practice. The study utilized an exploratory correlational mixed-methods approach, combining qualitative and quantitative data collection and analysis to address the research questions, achieve the research goals, and evaluate the hypotheses. Teacher interviews were conducted with four EFL teachers from Mohamed-Cherif Messaadia University to understand their perspectives on integrating AI tools as innovative ELT/L resources. A one-group pre-test-post-test quasi-experimental design was employed to assess the effect of Pi on students’ fluency and self-efficacy. The experiment consisted of 9 sessions with 13 students enrolled in the Department of English. The process began with a pre-test and pre-intervention self-efficacy questionnaire, followed by seven intervention sessions involving interaction with Pi, during which students’ behaviors were monitored through semi-structured observation. The experiment concluded with a post-test and post-intervention self-efficacy questionnaire, along with participant reflective commentaries. Findings from EFL teachers\' interviews showed a positive attitude towards AI integration in the classroom, with most teachers acknowledging potential advantages and expressing enthusiasm for incorporating such tools into their teaching methods. Moreover, results revealed that the voice-based AI chatbot Pi positively influenced EFL students’ speaking fluency and self-efficacy. Post-test scores and self-efficacy questionnaire responses significantly increased after using Pi, indicating a profound effect on speaking skills.

Information

Item Type:	Master
Divisions:
ePrint ID:	5111
Date Deposited:	2024-07-14
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/5111

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