<![CDATA[The rapid growth of Artificial Intelligence (AI) in language education has altered learners’ approaches to practicing English-speaking skills. Among various AI-powered applications, Gliglish has emerged as an educational tool that provides interactive, engaging speaking practice through real-time conversations and offers immediate, engaging feedback. This study aims to investigate EFL learners’ perceptions and experiences with Gliglish as an AI-powered language learning tool for speaking practice. It uses the Technology Acceptance Model (TAM), with Perceived Usefulness, Perceived Ease of Use, Attitude Toward Use, and Behavioral Intention to Use as the theoretical framework. This is qualitative research with deductive thematic analysis, and data were collected from 50 EFL learners who had experience using Gliglish for English-speaking practice. The results demonstrate that learners perceived Gliglish as an advantageous tool for developing linguistic competence, promoting spontaneous communication, and supporting cross-skill development. Regarding perceived ease of use, participants also noted the platform’s accessibility and user-friendly navigation, although minor technical glitches and freemium limitations were identified as challenges. The study concludes that Gliglish is positively perceived as an effective AI-powered language learning tool that supports speaking development and encourages sustained language learning engagement.]]>
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