<![CDATA[This study aims to examine the role of artificial intelligence (AI) as a digital communication partner in supporting university students’ speaking skills, particularly in identifying speaking difficulties and developing improvement strategies. A descriptive qualitative approach was used to analyze students’ speaking audit records. The preliminary analysis identified 28 distinct student identification numbers. The analysis focused on pronunciation and articulation, intonation and emphasis, speaking pace, pausing, diction, and vocal volume. The findings showed that intonation and emphasis were the most frequently mentioned dimensions (67.9%), followed by speaking pace (50.0%), pausing (42.9%), diction (39.3%), pronunciation and articulation (35.7%), and vocal volume (17.9%). Students documented several improvement strategies, including slowing down their delivery, practicing difficult words, emphasizing key expressions, explaining unfamiliar terms, and maintaining consistent vocal volume. These findings indicate that speaking audit activities can help students identify aspects of oral communication that require improvement and develop specific corrective strategies. In conclusion, reflective practice provides a useful foundation for supporting speaking development, while AI has the potential to serve as a supplementary communication partner for practice and feedback. Keywords: artificial intelligence, digital communication, speaking skills, reflective practice, higher education]]>
