Speakers
Description
This study investigates the effectiveness of applying the 5Ps pedagogical model, supported by artificial intelligence (AI), to enhance speaking competence among non-English major university students in an EFL context. The study aims to address the gap between technology integration and structured pedagogical frameworks in speaking instruction for non-specialist learners. A mixed-methods design was employed with 45 non-English major students participating in an 8-week instructional intervention. Quantitative data was collected through pre- and post-speaking assessments, while qualitative data were obtained from questionnaires and classroom observations to explore students’ perceptions and engagement. The findings indicate a moderate improvement in students’ speaking performance, with mean speaking scores increasing from 5.6 to 6.5 on a 10-point scale. In addition, students reported slightly positive perceptions of the learning approach, with mean scores ranging from 2.80 to 3.25 on a four-point Likert scale. The integration of AI tools provided immediate feedback and flexible practice opportunities, while the 5Ps framework facilitated structured skill development across learning stages. The study highlights the pedagogical value of combining AI with structured instructional models and suggests practical implications for improving speaking instruction in EFL contexts, particularly for non-English major learners.
Keywords: 5PS pedagogical model, ai-assisted language learning, speaking competence, non-English major students, EFL context
