Examining the Role of AI-Based Conversation in Enhancing English Speaking Practice among Non-Native Learners

Abstract

This study investigates how AI-powered conversational tools can enhance the practice of non-native English speakers speaking the language.  Knowing how artificial intelligence affects the development of spoken language is essential as technology integrates more into language learning contexts. The main objective of this study is to investigate how students perceive and interact with AI-powered conversation technologies, including chatbots, voice-driven assistants, and dialogue-based applications. A qualitative study approach was used, and 10 undergraduate EFL students who often use AI conversational tools participated in semi-structured interviews. Key themes and patterns in their feedback were found using thematic analysis. The results showed that AI tools enhanced learners' confidence in spoken English, encouraged learner autonomy, and offered a relaxed speaking practice environment. Nevertheless, participants also pointed up negative aspects, such as the robotic character of artificial intelligence responses and the superficial nature of discussions regarding culture or emotion. The study determines the conclusion that, although AI-based conversation tools cannot replace human connection, they can serve as helpful tools to assist language learners in becoming more fluent speakers and less nervous. The findings have consequences for curriculum designers, educational technology developers, and instructors of languages who want to incorporate AI into English language courses effectively. By showcasing learner attitudes, this investigation improves the pedagogical application of conversational artificial intelligence in EFL contexts and adds to the expanding discipline of AI-assisted language acquisition.