Speaker
Description
The growing integration of Artificial Intelligence (AI) tools in language learning has increasingly influenced the development of students’ English speaking skills. However, in the Vietnamese context, research on how these tools affect senior English majors, particularly at HUFLIT, remains limited. This study examines the relationship between AI tool use, students’ speaking performance, and their perceptions. A mixed-methods approach was adopted, with quantitative data collected from a questionnaire completed by 70 senior English majors and qualitative data obtained through semi-structured interviews with 8 participants. Findings indicate that students generally view AI tools as supportive of their speaking development, particularly in improving pronunciation, fluency, grammar, and vocabulary. Many students reported increased confidence and more frequent opportunities for practice when using AI tools. At the same time, some participants raised concerns about limited feedback depth, technical issues, and reduced opportunities for interaction. These findings suggest that AI tools can enhance speaking development when integrated thoughtfully into instruction. Pedagogical implications highlight the importance of guiding students to use AI tools in balanced and purposeful ways to support both skill development and communicative competence.
Keywords: Artificial Intelligence tools, speaking performance, perceptions, senior English majors, speaking development
