AI in teaching English as a foreign language: Effectiveness and prospects in Kazakh higher education
Zada Kemelbekova – Xeniya Degtyareva – Saule Yessenaman – Dariga Ismailova – Guldana Seidaliyeva
The article analyses the implementation and efficacy of artificial intelligence in teaching English to first-year students at the Abai Kazakh National Pedagogical University. The present study examined the effects of AI chatbots on students' speaking abilities and overall experiences in the English as a Foreign Language (EFL) classroom. The participants were 11 EFL teachers and 51 Abai University students, who were randomly assigned into two groups: an experimental cohort and a control cohort. The experimental group, consisting of over 26 students, received instruction through AI-based educational programs, while the control group, comprising over 25 students, received instruction through traditional teaching methods. Employing a pre-and post-test research design, the present study undertook a comparative analysis of students' progress in English speaking skills, both within and between experimental and control groups. The findings of the conducted tests have indicated that both groups exhibited a significant improvement in their oral communicative abilities, as evidenced by their performance in the two speaking tasks, namely reading a text aloud and answering questions. As for the student's proficiency and fluency, it was observed that there was no significant difference between the two groups in terms of pronunciation. However, a discernible variation was detected in their intonation and stress patterns during the reading task. The results of this questionnaire offer an analysis of students' attitudes and opinions regarding integrating AI chatbots into language learning. This sheds light on the potential benefits and limitations of utilising such technology in the EFL context. Furthermore, the recent study explores the potential of AI chatbots as an effective tool to facilitate language learning and their future applications in the EFL setting. The implications of the research findings are thoroughly discussed, considering how AI chatbots can potentially enhance language learning and their potential usefulness in EFL education in the future.
Key words: English, artificial intelligence, individualisation of teaching English, higher education institutions