The Impact of AI-Powered Instructional Activities on Enhancing EFL Majors’ Oracy Skills
DOI:
https://doi.org/10.17507/jltr.1604.18Keywords:
AI, instructional activities, oracy skills, listening, speakingAbstract
This research investigated the impact of AI-powered instructional activities on enhancing EFL majors’ oracy skills. An experimental method (pre/post-test non-equivalent group design) was employed to accomplish the purpose of the research. The research participants, totalling 65 sophomore EFL majors, College of Science and Humanities, Prince Sattam bin Abdulaziz University, Saudi Arabia, were divided into a control group and an experimental one. A standardised listening test was adopted, a speaking test was developed, and a scoring rubric was created; both tests were administered to the participants before and after treatment. The experimental group received the AI-powered instructional activities, while the control group studied the conventional materials using conventional teaching methods. The results revealed that the experimental group students showed significant improvement in their listening and speaking skills compared to their counterparts in the control group. The research recommended incorporating AI-powered instructional activities to develop the EFL majors’ oracy skills.
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