Exploring AI-Assisted Language Learning for EFL Learners’ Speaking Development in Suburban Contexts
Students’ Perceptions of AI-Powered Speaking Practice and Feedback
Keywords:
AI-assisted language learning; Speaking development; Educational technology; Higher education; Suburban context
Abstract
This study examines how artificial intelligence (AI)-based tools can support English as a Foreign Language (EFL) learners in suburban universities who face limited opportunities for speaking practice and authentic communication. Using a qualitative phenomenological approach, the research involved 15 students from Universitas Nahdlatul Ulama Blitar and Universitas Merdeka Pasuruan. Data were collected through semi-structured interviews and analyzed using phenomenological reduction, detailed description, and identification of essential meanings. The findings indicate that AI-powered speaking tools enable students to practice independently, receive immediate and non-judgmental feedback, and improve confidence despite restricted human interaction. Participants reported greater flexibility and accessibility in developing speaking skills. However, the study also emphasizes that the effectiveness of AI tools depends on appropriate pedagogical integration, including teacher guidance, alignment with learning objectives, and opportunities for peer collaboration. The study concludes that AI can effectively enhance speaking competence when combined with meaningful human support and instructional facilitation.References
References
AbuSahyon, A. S. E., Alzyoud, A., Alshorman, O., & Al-Absi, B. (2023). AI-driven Technology and Chatbots as Tools for Enhancing English Language Learning in the Context of Second Language Acquisition: A Review Study. International Journal of Membrane Science and Technology, 10(1), 1209–1223. https://doi.org/10.15379/ijmst.v10i1.2829
Agus Rofi’i, & Herdiawan, R. D. (2024). The Optimization of Hybrid Technology in Synchronous and Asynchronous Speaking Class. Journal of Information System, Technology and Engineering, 2(1), 142–152. https://doi.org/10.61487/jiste.v2i1.59
Al-Abdullatif, A. M. (2024). Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust. Education Sciences, 14(11). https://doi.org/10.3390/educsci14111209
Aliakbar Tajik. (2025). Integrating AI-Driven Emotional Intelligence in Language Learning Platforms to Improve English Speaking Skills through Real-Time Adaptive Feedback. 1–41. https://doi.org/https://doi.org/10.21203/rs.3.rs-5919944/v1
Amin, M. Y. M. (2023). AI and Chat GPT in Language Teaching: Enhancing EFL Classroom Support and Transforming Assessment Techniques. International Journal of Higher Education Pedagogies, 4(4), 1–15. https://doi.org/10.33422/ijhep.v4i4.554
Anisa Vinai Kuma. (2023). English Language and Challenges of Rural Student English Language and Challenges of Rural Student. Intersecta Minds Journal, 2(3), 34–51.
Applebaum, M. (2016). Phenomenological psychological research as science. Journal of Phenomenological Psychology, 47(1), 36–72. https://doi.org/10.1163/156916212X632952
Ashworth, P. (1999). “Bracketing” in phenomenology: Renouncing assumptions in hearing about student cheating. International Journal of Qualitative Studies in Education, 12(6), 707–721. https://doi.org/10.1080/095183999235845
Avsheniuk, N., Seminikhyna, N., Ruban, L., & Sviatiuk, Y. (2025). Exploring Overreliance on AI Tools in English for Specific Purposes Courses: Challenges and Implications for Learning and Academic Integrity. 3–20.
Aziza Restu Febrianto. (2019). Teachers’ and Student’s Scaffolding in Second Language Learning: How do teacher‟s roles and student participations in interactions help students improve their communication skills and fluency? Sustainability (Switzerland), 11(1), 1–14.
Bakhov, I. (2024). Beyond the Dictionary : Redefining Translation Education with Artificial Intelligence-Assisted App Design and Training. 23(4), 118–140.
Bao, M. (2019). Can Home Use of Speech-Enabled Artificial Intelligence Mitigate Foreign Language Anxiety – Investigation of a Concept. Arab World English Journal, 5, 28–40. https://doi.org/10.24093/awej/call5.3
Bok, E., & Cho, Y. (2023). Examining Korean EFL College Students’ Experiences and Perceptions of Using ChatGPT as a Writing Revision Tool. STEM Journal, 24(4), 15–27. https://doi.org/10.16875/stem.2023.24.4.15
Broomé, R. E. (2013). The lived-experience of leading a successful police vehicle pursuit: A descriptive phenomenological psychological inquiry. Journal of Phenomenological Psychology, 44(2), 220–243. https://doi.org/10.1163/15691624-12341256
Clark Moustakas. (1994). Phenomenological Research Methods (Vol. 148). SAGE Publication Inc.
Creswell, J. W., & Creswell, J. D. (2018). Research and Design Qualitative, Quantitative and Mixed Methods Approaches. In Thousand Oaks California.
Dandu, G. (2024). AI-Driven Language Learning : The Impact of Rosetta Stone on ESL Students ’ Speaking Proficiency and Self-Control. 16(4).
Dennis, N. K. (2024). Using AI-Powered Speech Recognition Technology to Improve English Pronunciation and Speaking Skills. IAFOR Journal of Education, 12(2), 107–126. https://doi.org/10.22492/ije.12.2.05
Gallegos, A. G. and N. (2005). Living through some Positive Experience of Psychotheraphy. Journal of Phenomenological Psychology, 36(2).
Genanew, M., Bantalem, A., Wale, D., & Tadele, Y. (2023). Effects of using educational technology tools to enhance EFL students ’ speaking performance.
Ghafar, Z. N., Salh, H. F., Abdulrahim, M. A., & Farxha, S. S. (2023). The Role of Artificial Intelligence Technology on English Language Learning: A Literature Review. Canadian Journal of Language and Literature Studies, 3(2), 17–31. https://doi.org/10.53103/cjlls.v3i2.87
Giorgi, A. (1997). The Theory, Practice, and Evaluation of the Phenomenological Method as a Qualitative Research Procedure. Journal of Phenomenological Psychology, 28(2), 235–260. https://doi.org/10.1163/156916297x00103
Giorgi, A. (2008). Concerning a serious misunderstanding of the essence of the phenomenological method in psychology. Journal of Phenomenological Psychology, 39(1), 33–58. https://doi.org/10.1163/156916208X311610
Hana Vančová. (2023). AI and AI-powered tools for pronunciation training. Journal of Language and Cultural Education, 11(3). https://doi.org/DOI: 10.2478/jolace-2023-0022 AI
Hazaymeh, W. A., Bouzenoun, A., & Remache, A. (2024). EFL Instructors’ Perspective on Using AI Applications in English as a Foreign Language Teaching and Learning. Emerging Science Journal, 8(Special Issue), 73–87. https://doi.org/10.28991/ESJ-2024-SIED1-05
Hoxha, M., Tafani, V., & Kennetz, K. (2020). Challenges and Impact of Teaching English in Limited Access to Technology Environment. 3(January 2019), 152–141. https://doi.org/10.29007/75tw
Karim, A., Reshmin, L., Kabilan, M. K., Shahed, F. H., Rahman, M. M., & Singh, M. K. M. (2020). Understanding EFL teachers’ beliefs and practices in EFL classrooms: A phenomenological approach to the impact of teacher education program in Bangladesh. Qualitative Report, 25(10), 3683–3718. https://doi.org/10.46743/2160-3715/2020.4272
Kasepalu, R., Prieto, L. P., Ley, T., & Chejara, P. (2022). Teacher Artificial Intelligence-Supported Pedagogical Actions in Collaborative Learning Coregulation: A Wizard-of-Oz Study. Frontiers in Education, 7(February), 1–15. https://doi.org/10.3389/feduc.2022.736194
Klimova, B., & Chen, J. H. (2024). The Impact of AI on Enhancing Students’ Intercultural Communication Competence at the University Level: A Review Study. Language Teaching Research Quarterly, 43, 102–120. https://doi.org/10.32038/ltrq.2024.43.06
Kristiawan, D. Y. (2024). Artificial Intelligence in English Language Learning : A Systematic Review of AI Tools , Applications , and Pedagogical Outcomes. 5(2), 207–218.
Krsmanovic, G., & Deek, F. (2024). AI in the Learning Environment: Examination of Pedagogical, Psychological, and Ethical Implications. Proceedings of the 4th International Conference on AI Research, ICAIR 2024, 210–217.
Li, K., & Chang, M. (2020). education sciences Developing a Task-Based Dialogue System for English Language Learning.
Liu, G. L., Darvin, R., & Ma, C. (2024). Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences. Computer Assisted Language Learning, 0(0), 1–29. https://doi.org/10.1080/09588221.2024.2310288
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, May, 1–19. https://doi.org/10.1017/S0958344019000065
Min, S. (2025). Dialogue-based computer-assisted language learning systems for second language speaking development : 1–17. https://doi.org/10.1017/S0958344025100268
Neimat Idris. (2024). Maintaining Meaningful Human Interaction in AI-Enhanced Language Learning Environments: A Systematic Review. Arts for Linguistic & Literary Studies, 6(3), 533–552. https://doi.org/DOI: https://doi.org/10.53286/arts.v6i3.2083
Nikitina, I. (2024). The Impact of Ai on Teachers: Support or Replacement? SCIENTIFIC JOURNAL OF POLONIA UNIVERSITY, 6(4), 284–289. https://doi.org/DOI https://doi.org/10.23856/6511
Oladele Jegede, O. (2024). Artificial Intelligence and English Language Learning: Exploring the Roles of AI-Driven Tools in Personalizing Learning and Providing Instant Feedback. Universal Library of Languages and Literatures, 01(02), 06–19. https://doi.org/10.70315/uloap.ullli.2024.0102002
Poth, J. W. C. & C. N. (2018). A Book Review: Qualitative Inquiry & Research Design: Choosing Among Five Approaches. In SAGE Publications, Inc (Fourth Edi, Vol. 3, Issue 1). SAGE Publication Inc. https://doi.org/10.13187/rjs.2017.1.30
Qassrawi, R. M., ElMashharawi, A., Itmeizeh, M., & Tamimi, M. H. M. (2024). AI-Powered Applications for Improving EFL Students’ Speaking Proficiency in Higher Education. Forum for Linguistic Studies, 6(5), 535–549. https://doi.org/10.30564/fls.v6i5.6966
Rathnayaka, R. M. J. U., Fernando, M. A. N. N., George, L. V, & Dissanayake, D. M. M. S. (2024). From Classrooms to Conversati ons : Examining the Gap in English Language Speaking Skills among Sri Lankan English as a Second Language ( ESL ) Learners. SICASH 2024, 484.
Shabani, K. (2026). The Impact of AI-powered Character AI on EFL Learners ’ Speaking : The Moderating Role of Anxiety. 45(1), 109–133.
Talgatov, Y., Kassymova, G. K., Nurtanto, M., & Jakarta, P. N. (2024). AI in the Classroom : A Boon or a Threat to Pedagogical Practices ? Vii, 128–134.
Waluyo, B., Retnaningdyah, P., & Mustofa, A. (2022). EFL Teaching Experience With Technology: Portraying Higher Education Institutions in Suburban During the Post-Pandemic. Journal of Higher Education Theory and Practice, 22(14), 133–147. https://doi.org/10.33423/jhetp.v22i14.5541
Wang, Q., & Xue, M. (2022). The implications of expectancy-value theory of motivation in language education. Frontiers in Psychology, 13(November), 1–8. https://doi.org/10.3389/fpsyg.2022.992372
Wertz, F. J. (2010). Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne University Press, 233 pp., ISBN 978-0-8207-0418-0, $25.00 (paper). Journal of Phenomenological Psychology, 41(2), 269–276. https://doi.org/10.1163/156916210x526079
Youssef Oubadi. (2024). The Role of Web Technologies in Promoting Learner Autonomy among EFL University Students. International Journal of Language and Literary Studies, 6(3), 343–356. https://doi.org/http://doi.org/10.36892/ijlls.v6i3.1816
Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting Speaking Practice by Social Network-Based Interaction in Artificial Intelligence (AI)-Assisted Language Learning. Sustainability (Switzerland), 15(4). https://doi.org/10.3390/su15042872
AbuSahyon, A. S. E., Alzyoud, A., Alshorman, O., & Al-Absi, B. (2023). AI-driven Technology and Chatbots as Tools for Enhancing English Language Learning in the Context of Second Language Acquisition: A Review Study. International Journal of Membrane Science and Technology, 10(1), 1209–1223. https://doi.org/10.15379/ijmst.v10i1.2829
Agus Rofi’i, & Herdiawan, R. D. (2024). The Optimization of Hybrid Technology in Synchronous and Asynchronous Speaking Class. Journal of Information System, Technology and Engineering, 2(1), 142–152. https://doi.org/10.61487/jiste.v2i1.59
Al-Abdullatif, A. M. (2024). Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust. Education Sciences, 14(11). https://doi.org/10.3390/educsci14111209
Aliakbar Tajik. (2025). Integrating AI-Driven Emotional Intelligence in Language Learning Platforms to Improve English Speaking Skills through Real-Time Adaptive Feedback. 1–41. https://doi.org/https://doi.org/10.21203/rs.3.rs-5919944/v1
Amin, M. Y. M. (2023). AI and Chat GPT in Language Teaching: Enhancing EFL Classroom Support and Transforming Assessment Techniques. International Journal of Higher Education Pedagogies, 4(4), 1–15. https://doi.org/10.33422/ijhep.v4i4.554
Anisa Vinai Kuma. (2023). English Language and Challenges of Rural Student English Language and Challenges of Rural Student. Intersecta Minds Journal, 2(3), 34–51.
Applebaum, M. (2016). Phenomenological psychological research as science. Journal of Phenomenological Psychology, 47(1), 36–72. https://doi.org/10.1163/156916212X632952
Ashworth, P. (1999). “Bracketing” in phenomenology: Renouncing assumptions in hearing about student cheating. International Journal of Qualitative Studies in Education, 12(6), 707–721. https://doi.org/10.1080/095183999235845
Avsheniuk, N., Seminikhyna, N., Ruban, L., & Sviatiuk, Y. (2025). Exploring Overreliance on AI Tools in English for Specific Purposes Courses: Challenges and Implications for Learning and Academic Integrity. 3–20.
Aziza Restu Febrianto. (2019). Teachers’ and Student’s Scaffolding in Second Language Learning: How do teacher‟s roles and student participations in interactions help students improve their communication skills and fluency? Sustainability (Switzerland), 11(1), 1–14.
Bakhov, I. (2024). Beyond the Dictionary : Redefining Translation Education with Artificial Intelligence-Assisted App Design and Training. 23(4), 118–140.
Bao, M. (2019). Can Home Use of Speech-Enabled Artificial Intelligence Mitigate Foreign Language Anxiety – Investigation of a Concept. Arab World English Journal, 5, 28–40. https://doi.org/10.24093/awej/call5.3
Bok, E., & Cho, Y. (2023). Examining Korean EFL College Students’ Experiences and Perceptions of Using ChatGPT as a Writing Revision Tool. STEM Journal, 24(4), 15–27. https://doi.org/10.16875/stem.2023.24.4.15
Broomé, R. E. (2013). The lived-experience of leading a successful police vehicle pursuit: A descriptive phenomenological psychological inquiry. Journal of Phenomenological Psychology, 44(2), 220–243. https://doi.org/10.1163/15691624-12341256
Clark Moustakas. (1994). Phenomenological Research Methods (Vol. 148). SAGE Publication Inc.
Creswell, J. W., & Creswell, J. D. (2018). Research and Design Qualitative, Quantitative and Mixed Methods Approaches. In Thousand Oaks California.
Dandu, G. (2024). AI-Driven Language Learning : The Impact of Rosetta Stone on ESL Students ’ Speaking Proficiency and Self-Control. 16(4).
Dennis, N. K. (2024). Using AI-Powered Speech Recognition Technology to Improve English Pronunciation and Speaking Skills. IAFOR Journal of Education, 12(2), 107–126. https://doi.org/10.22492/ije.12.2.05
Gallegos, A. G. and N. (2005). Living through some Positive Experience of Psychotheraphy. Journal of Phenomenological Psychology, 36(2).
Genanew, M., Bantalem, A., Wale, D., & Tadele, Y. (2023). Effects of using educational technology tools to enhance EFL students ’ speaking performance.
Ghafar, Z. N., Salh, H. F., Abdulrahim, M. A., & Farxha, S. S. (2023). The Role of Artificial Intelligence Technology on English Language Learning: A Literature Review. Canadian Journal of Language and Literature Studies, 3(2), 17–31. https://doi.org/10.53103/cjlls.v3i2.87
Giorgi, A. (1997). The Theory, Practice, and Evaluation of the Phenomenological Method as a Qualitative Research Procedure. Journal of Phenomenological Psychology, 28(2), 235–260. https://doi.org/10.1163/156916297x00103
Giorgi, A. (2008). Concerning a serious misunderstanding of the essence of the phenomenological method in psychology. Journal of Phenomenological Psychology, 39(1), 33–58. https://doi.org/10.1163/156916208X311610
Hana Vančová. (2023). AI and AI-powered tools for pronunciation training. Journal of Language and Cultural Education, 11(3). https://doi.org/DOI: 10.2478/jolace-2023-0022 AI
Hazaymeh, W. A., Bouzenoun, A., & Remache, A. (2024). EFL Instructors’ Perspective on Using AI Applications in English as a Foreign Language Teaching and Learning. Emerging Science Journal, 8(Special Issue), 73–87. https://doi.org/10.28991/ESJ-2024-SIED1-05
Hoxha, M., Tafani, V., & Kennetz, K. (2020). Challenges and Impact of Teaching English in Limited Access to Technology Environment. 3(January 2019), 152–141. https://doi.org/10.29007/75tw
Karim, A., Reshmin, L., Kabilan, M. K., Shahed, F. H., Rahman, M. M., & Singh, M. K. M. (2020). Understanding EFL teachers’ beliefs and practices in EFL classrooms: A phenomenological approach to the impact of teacher education program in Bangladesh. Qualitative Report, 25(10), 3683–3718. https://doi.org/10.46743/2160-3715/2020.4272
Kasepalu, R., Prieto, L. P., Ley, T., & Chejara, P. (2022). Teacher Artificial Intelligence-Supported Pedagogical Actions in Collaborative Learning Coregulation: A Wizard-of-Oz Study. Frontiers in Education, 7(February), 1–15. https://doi.org/10.3389/feduc.2022.736194
Klimova, B., & Chen, J. H. (2024). The Impact of AI on Enhancing Students’ Intercultural Communication Competence at the University Level: A Review Study. Language Teaching Research Quarterly, 43, 102–120. https://doi.org/10.32038/ltrq.2024.43.06
Kristiawan, D. Y. (2024). Artificial Intelligence in English Language Learning : A Systematic Review of AI Tools , Applications , and Pedagogical Outcomes. 5(2), 207–218.
Krsmanovic, G., & Deek, F. (2024). AI in the Learning Environment: Examination of Pedagogical, Psychological, and Ethical Implications. Proceedings of the 4th International Conference on AI Research, ICAIR 2024, 210–217.
Li, K., & Chang, M. (2020). education sciences Developing a Task-Based Dialogue System for English Language Learning.
Liu, G. L., Darvin, R., & Ma, C. (2024). Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences. Computer Assisted Language Learning, 0(0), 1–29. https://doi.org/10.1080/09588221.2024.2310288
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, May, 1–19. https://doi.org/10.1017/S0958344019000065
Min, S. (2025). Dialogue-based computer-assisted language learning systems for second language speaking development : 1–17. https://doi.org/10.1017/S0958344025100268
Neimat Idris. (2024). Maintaining Meaningful Human Interaction in AI-Enhanced Language Learning Environments: A Systematic Review. Arts for Linguistic & Literary Studies, 6(3), 533–552. https://doi.org/DOI: https://doi.org/10.53286/arts.v6i3.2083
Nikitina, I. (2024). The Impact of Ai on Teachers: Support or Replacement? SCIENTIFIC JOURNAL OF POLONIA UNIVERSITY, 6(4), 284–289. https://doi.org/DOI https://doi.org/10.23856/6511
Oladele Jegede, O. (2024). Artificial Intelligence and English Language Learning: Exploring the Roles of AI-Driven Tools in Personalizing Learning and Providing Instant Feedback. Universal Library of Languages and Literatures, 01(02), 06–19. https://doi.org/10.70315/uloap.ullli.2024.0102002
Poth, J. W. C. & C. N. (2018). A Book Review: Qualitative Inquiry & Research Design: Choosing Among Five Approaches. In SAGE Publications, Inc (Fourth Edi, Vol. 3, Issue 1). SAGE Publication Inc. https://doi.org/10.13187/rjs.2017.1.30
Qassrawi, R. M., ElMashharawi, A., Itmeizeh, M., & Tamimi, M. H. M. (2024). AI-Powered Applications for Improving EFL Students’ Speaking Proficiency in Higher Education. Forum for Linguistic Studies, 6(5), 535–549. https://doi.org/10.30564/fls.v6i5.6966
Rathnayaka, R. M. J. U., Fernando, M. A. N. N., George, L. V, & Dissanayake, D. M. M. S. (2024). From Classrooms to Conversati ons : Examining the Gap in English Language Speaking Skills among Sri Lankan English as a Second Language ( ESL ) Learners. SICASH 2024, 484.
Shabani, K. (2026). The Impact of AI-powered Character AI on EFL Learners ’ Speaking : The Moderating Role of Anxiety. 45(1), 109–133.
Talgatov, Y., Kassymova, G. K., Nurtanto, M., & Jakarta, P. N. (2024). AI in the Classroom : A Boon or a Threat to Pedagogical Practices ? Vii, 128–134.
Waluyo, B., Retnaningdyah, P., & Mustofa, A. (2022). EFL Teaching Experience With Technology: Portraying Higher Education Institutions in Suburban During the Post-Pandemic. Journal of Higher Education Theory and Practice, 22(14), 133–147. https://doi.org/10.33423/jhetp.v22i14.5541
Wang, Q., & Xue, M. (2022). The implications of expectancy-value theory of motivation in language education. Frontiers in Psychology, 13(November), 1–8. https://doi.org/10.3389/fpsyg.2022.992372
Wertz, F. J. (2010). Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne University Press, 233 pp., ISBN 978-0-8207-0418-0, $25.00 (paper). Journal of Phenomenological Psychology, 41(2), 269–276. https://doi.org/10.1163/156916210x526079
Youssef Oubadi. (2024). The Role of Web Technologies in Promoting Learner Autonomy among EFL University Students. International Journal of Language and Literary Studies, 6(3), 343–356. https://doi.org/http://doi.org/10.36892/ijlls.v6i3.1816
Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting Speaking Practice by Social Network-Based Interaction in Artificial Intelligence (AI)-Assisted Language Learning. Sustainability (Switzerland), 15(4). https://doi.org/10.3390/su15042872
Published
2026-06-10
How to Cite
Waluyo, B. (2026). Exploring AI-Assisted Language Learning for EFL Learners’ Speaking Development in Suburban Contexts. Patria Educational Journal (PEJ), 6(1), 48-65. https://doi.org/10.28926/pej.v6i1.2738
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Articles
