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All Journal Journal of Education and Teaching Learning Center of Knowledge
Saidatul Hanim
Universitas Prima Indonesia, Indonesia
Religion Humanities Education Social Sciences Other

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Chatbot as a Speaking Partner: an Applied Linguistics Study on AI Interaction in Enhancing English Speaking Ability Chairunnissa Chairunnissa; Nazli Fahada; Saidatul Hanim; Insan Utama Sinuraya
Journal of Education and Teaching Learning Vol 8 No 2 (2026): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i2.3441

Abstract

This study investigates the role of ChatGPT Voice as an AI-mediated speaking partner in enhancing English speaking ability among EFL learners from an Applied Linguistics perspective. The research employed a descriptive qualitative approach involving undergraduate students who experienced difficulties in spontaneous oral communication, low speaking confidence, and limited access to speaking partners. Data were collected through classroom observation, transcript documentation, and semi-structured interviews during several chatbot-assisted speaking sessions. The findings revealed significant improvement in five major indicators: fluency improvement, confidence increase, vocabulary expansion, response length, and speaking anxiety reduction. Learners gradually produced more continuous speech, longer responses, richer vocabulary, and greater interactional participation during human–AI conversation. The study also found that ChatGPT created a low-pressure communicative environment that encouraged learners to speak more freely without fear of negative judgment. In addition, AI-generated follow-up questions and conversational prompts stimulated discourse continuity and lexical development. The findings support communicative interaction theory, technology-mediated language learning, and AI-assisted willingness to communicate frameworks, which emphasize that oral proficiency develops through sustained and meaningful interaction. This study contributes a new perspective by positioning chatbot not merely as instructional technology, but as an autonomous communicative scaffold that facilitates human–AI interaction in speaking development. Therefore, chatbot-assisted communication can serve as an effective alternative for English speaking rehearsal in contexts where learners have limited opportunities for authentic conversational practice with native speakers.
Pelatihan Storytelling Bahasa Inggris untuk Meningkatkan Kreativitas Siswa Nazli Fahada; Saidatul Hanim
Center of Knowledge : Jurnal Pendidikan Dan Pengabdian Masyarakat Volume 6 Nomor 1 Februari 2026 | IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/cok.v6i1.3597

Abstract

Speaking ability and creativity are essential competencies in English language learning. However, many students still lack confidence in speaking in front of the class and experience difficulties in developing and expressing ideas creatively. This community service program aimed to enhance students’ creativity and speaking skills through English storytelling training at MTs Al Washliyah Batang Serangan. The program was conducted over three months using several methods, including socialization, training, guided practice, mentoring, and evaluation. The training materials covered basic storytelling techniques, story structure development, the use of expressions, intonation, gestures, and speaking skill improvement. The results showed significant improvements in students’ performance. The percentage of students who were willing to perform in front of the class increased from 40% to 85%. In addition, students demonstrated better speaking fluency, pronunciation accuracy, vocabulary mastery, and the ability to organize stories systematically. Their creativity also improved, as reflected in the development of more varied, imaginative, and original story ideas. Furthermore, the storytelling training created a more active, communicative, and enjoyable learning environment. Based on these findings, it is recommended that storytelling be implemented continuously in English language teaching and integrated into school literacy programs to further develop students’ creativity, communication skills, and self-confidence.
Co-Authors Chairunnissa Chairunnissa Fahada, Nazli Insan Utama Sinuraya