Generative AI in EFL Speaking Instruction: Teachers’ Reflections on Effectiveness and Implementation Barriers

DOI: https://doi.org/10.62517/jhve.202416503

Author(s)

Xiaojing Huang*, Xu Han, Anqi Dou

Affiliation(s)

Hainan Vocational University of Science and Technology, Haikou, China *Corresponding Author.

Abstract

This study explores the use of generative AI tools in enhancing English as a Foreign Language (EFL) speaking skills, focusing on the experiences of 15 college English teachers from various universities in Hainan, China. Using semi-structured interviews and focus group discussions, the research identifies both benefits and challenges in integrating AI-driven applications for speaking instruction. The findings indicate that generative AI tools, such as AI agents, provide immediate personalized feedback, which enhances student engagement and allows for extensive speaking practice. However, the study also highlights significant barriers, including the inaccuracy of AI-generated feedback and the lack of adequate teacher training. This paper contributes to the growing body of literature on AI in education by providing practical recommendations for effectively integrating AI tools into EFL instruction, emphasizing the importance of blended learning and targeted professional development for teachers.

Keywords

Generative AI; EFL Speaking Instruction; AI-driven Feedback; Teacher Reflections; Implementation Barriers

References

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