The Use of Artificial Intelligence and Its Effects on EFL Learners’ Oral Proficiency and Self-Efficacy [Latin Thesis]
Negin Etedal
| Record Identifier: | 52198 |
| Title: | The Use of Artificial Intelligence and Its Effects on EFL Learners’ Oral Proficiency and Self-Efficacy |
| Personal Name: | Negin Etedal |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Mohammad Mahdi Hajmalek |
| College: | Humanities |
| University: | Khatam |
| Descriptor: | Artificial Intelligence, EFL Learner, Oral Proficiency,Self-Efficacy |
| Degree: | Master |
| Studied Year: | 2025 |
| Abstract: | This study investigated the impact of artificial intelligence (AI) tools on the oral proficiency and self-efficacy of Iranian EFL learners, comparing AI-assisted learning with traditional teaching methods. A total of 60 upper-intermediate adult EFL learners, aged 20 to 35, were selected from a pool of 90 students using a convenience sampling method, ensuring homogeneity in language proficiency by using the Oxford Quick Placement Test (QOPT). Participants were randomly divided into an experimental group (n=30) that used AI tools and a control group (n=30) that followed traditional instruction. Additionally, 10 participants from the experimental group were selected for semi-structured interviews using purposive sampling to gather qualitative insights. The study employed the Questionnaire of English Self-Efficacy (QESE) and IELTS Speaking Tasks 2 and 3 as pre- and post-tests to measure changes in self-efficacy and speaking proficiency. The QESE was administered before and after the treatment to assess self-efficacy, while IELTS Speaking Test 1 served as the pre-test and Test 2 as the post-test for speaking proficiency. The experimental group used the Pi application for daily speaking practice, followed by feedback sessions with the teacher/researcher, whereas the control group engaged in online discussions with the teacher/researcher. Quantitative data were analyzed using ANCOVA, which revealed that the use of AI tools significantly enhanced oral self-efficacy in the experimental group, with a mean score of 6.03 compared to 4.93 in the control group, demonstrating a significant mean difference of 0.93 (p = 0.001). The model explained 46.2% of the variance in self-efficacy scores, with both pre-test self-efficacy and group membership being significant predictors. Although the impact on oral proficiency was positive, the difference was marginally significant (p = 0.082). Qualitative data from interviews indicated that participants generally had positive perceptions of AI tools, appreciating personalized feedback and increased practice opportunities, which contributed to their confidence. However, some challenges, such as technical issues and the need for more human interaction, were also noted. The findings suggest that AI tools can significantly boost the self-efficacy of Iranian EFL learners, even when controlling for pre-existing levels, and provide valuable support through personalized and interactive experiences. The qualitative insights highlighted the importance of a balanced approach that integrates AI tools with traditional teaching methods to maximize learning outcomes. |
| Register Number | Part3 | Version | Volume | Part | Part2 | Reference | Call Number | lended | Date Back | Description | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 228486 | 1 |
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