Developing Speaking Fluency through AI-Powered Applications for Undergraduate EFL Students in Kurdistan
DOI:
https://doi.org/10.22161/jhed.7.6.7Abstract
This research investigated the development of speaking fluency among undergraduate students through the use of AI-powered applications at universities in Kurdistan. In response to evolving educational technology, AI tools have become valuable resources for enhancing language-learning experiences. The study involved 105 participants from four universities who engaged with various AI applications designed to improve their speaking skills. Using a mixed-method approach, the research examined how these tools supported students in practicing and refining their language abilities in interactive environments, providing immediate feedback and opportunities for self-directed learning. This approach helped students improve pronunciation, speech patterns, and overall confidence in real-life communication. The findings revealed that most EFL students held positive views of AI-powered applications, reporting enhanced learning experiences, improved speaking confidence, and reduced anxiety. Conversation practice emerged as the most helpful feature, followed by vocabulary building and pronunciation feedback. Students expressed that AI tools made language practice more enjoyable and effective, encouraging consistent use and recommendations to peers. The research highlights the significant role of AI-powered applications in fostering speaking fluency and emphasizes their potential to create engaging, supportive environments in EFL education, offering valuable insights for educators and universities in Kurdistan.
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