A Qualitative Inquiry into EFL Learners’ Opinions about an AI-Powered Speaking Tool

Abstract

In EFL contexts, where learners have limited opportunities to practice the target language outside traditional classrooms, AI technologies hold great potential to expand practice opportunities. Thus, this paper aimed to investigate Turkish 9th-grade EFL learners’ opinions about an AI-powered chatbot developed to provide speaking practice based on what they had learned at school. The participants were 20 EFL learners studying at a public high school in Rize, Turkey. An open-ended questionnaire was employed to collect data, and content analysis was used to analyze it. The findings revealed that the chatbot, TeaTalk, was regarded as useful for enhancing speaking skills. Additionally, it supported learners in various language areas such as vocabulary, pronunciation, and grammar. The findings also showed that TeaTalk reduced learners’ speaking anxiety while increasing their self-confidence and motivation. Furthermore, the participants expressed appreciation for the corrective and constructive feedback TeaTalk provided, and they praised the friendly and engaging environment it offered. However, a few participants complained that TeaTalk was sometimes unable to comprehend their pronunciation.