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Al-Shammari, Hussein Ghanim
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Physics

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THE IMPACT OF USING THE VOICE CONVERSATION FEATURE IN CHATGPT ON SPEAKING SKILLS AND SPEAKING ANXIETY AMONG IRAQI UNIVERSITY STUDENTS Al-Shammari, Hussein Ghanim; Al-Zurfi, Ali
Journal of Social Science Vol. 3 No. 1 (2026): Journal of Social Science
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ijss.v3i1.113

Abstract

Objective: This study investigated the impact of using the voice conversation feature in ChatGPT on speaking skills and speaking anxiety among Iraqi university students. Method: A quasi-experimental design was employed with 70 second-stage students from the Department of English, Faculty of Education, University of Kufa. Participants were assigned into experimental (n=35) and control (n=35) groups. The experimental group practiced speaking with ChatGPT's voice feature for six weeks (15 minutes in class and 15 minutes daily at home), while the control group received no treatment. Data were collected using a speaking skills test and a speaking anxiety scale adapted from Horwitz et al. (1986). Results: Results of independent samples t-tests revealed that the experimental group significantly outperformed the control group in speaking skills (t=10.847, p<0.001, d=2.59) and showed significantly lower speaking anxiety (t=-11.034, p<0.001, d=-2.64). Paired samples t-tests showed significant pre-post improvements in the experimental group for speaking skills (mean difference=+20.5, t=15.342, p<0.001) and anxiety reduction (mean difference=-24.3, t=-14.876, p<0.001), while the control group showed no significant changes. Novelty: These findings demonstrate that ChatGPT's voice conversation feature is an effective tool for improving speaking skills and reducing speaking anxiety among Iraqi university students. The study provides practical implications for integrating AI tools into English language instruction in Iraqi higher education.
THE CONTRIBUTION OF COLLABORATIVE LEARNING TO SPEAKING ABILITY AND SPEAKING ANXIETY AMONG IRAQI EFL LEARNERS Al-Shammari, Hussein Ghanim
International Journal Multidisciplinary (IJMI) Vol. 3 No. 2 (2026): International Journal Multidisciplinary (IJMI)
Publisher : Antis-Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ijmi.v3i2.463

Abstract

Objective: This study investigated the contribution of collaborative learning to speaking ability and speaking anxiety among Iraqi undergraduate EFL learners. Method: Employing a quasi-experimental design, the study involved 86 second-stage students from the English Department, Faculty of Education, University of Kufa, divided equally into experimental and control groups (n=43 each). The experimental group received collaborative learning instruction over a treatment period, while the control group was taught using conventional methods. Data were collected using a speaking test and the Foreign Language Classroom Anxiety Scale (FLCAS) administered as pre-tests and post-tests. Normality testing confirmed that parametric assumptions were met, and data were analyzed using paired samples t-tests and independent samples t-tests. Results: The findings revealed that the experimental group significantly outperformed the control group in speaking ability, with a mean post-test score of 64.57 compared to 48.23 (t(84) = -9.48, p < 0.001, d = 2.05). Furthermore, the experimental group demonstrated a substantial reduction in speaking anxiety, with a post-test mean of 48.34 compared to 64.23 in the control group (t(84) = 9.04, p < 0.001, d = 1.97). Novelty: These results indicate that collaborative learning not only enhances speaking proficiency but also significantly reduces speaking anxiety among Iraqi EFL learners. The study recommends the integration of collaborative learning strategies into EFL instruction to foster both linguistic competence and affective well-being.
Co-Authors AL-Zurfi, Ali