Using an AI-driven Conversational Chatbot to Develop EFL Oral Communication Skills of First Year Secondary School Students and Reduce their Oral Communication Apprehension | ||
| CDELT Occasional Papers in the Development of English Education | ||
| Article 11, Volume 88, Issue 1, October 2024, Pages 319-340 PDF (506.27 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/opde.2024.390894 | ||
| Author | ||
| Heba Mustafa Abdullah | ||
| TEFL Assistant Professor, Curriculum & EFL Instruction , Faculty of Graduate Studies for Education, Cairo University | ||
| Abstract | ||
| The current study aimed to examine the use of an AI-driven conversational chatbot to develop EFL oral communication skills of first-year secondary school students and reduce their oral communication apprehension. The study adopted a quasi-experimental research design (one experimental group). The study group was thirty-three (n = 33) secondary-stage students. The study instruments were designed by the researcher, namely, an EFL oral communication skills checklist, a pre-post EEFL oral communication skills test, and a communication apprehension questionnaire. Data was statistically analyzed. Based on the study results, there is evidence that the use of the AI-driven conversational chatbot can develop EFL oral communication skills of first-year secondary school students and reduce their oral communication apprehension. The study recommends examining the use of advancements in AI-driven chatbots with EFL secondary school students, in particular, and EFL learners, in general. | ||
| Keywords | ||
| AI-Driven Conversational Chatbot; EFL Oral Communication Skills; EFL Oral Communication Apprehension | ||
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