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Synergy Education: Journal of Multidisciplinary Language and Social Sciences
Published by Balla’ Caradde Education Research and Learning Centre
ISSN : -     EISSN : 31633420     DOI : -
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Synergy Education: Journal of Multidisciplinary Language and Social Sciences is a scholarly journal that aims to serve as a platform for publishing research findings, conceptual studies, and innovative practices in the fields of language, education, and social sciences through a multidisciplinary approach. The journal promotes synergy across academic disciplines to address academic and social challenges in local, national, and global contexts. This journal publishes articles that include, but are not limited to, studies in language and literature, language education, applied linguistics, social sciences, culture, communication, educational policy, and the integration of language and social sciences in community development. Each article undergoes a rigorous peer-review process to ensure academic quality and meaningful scholarly contribution.
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Articles 11 Documents
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Integrating Generative Ai into Task-Based Language Teaching: Enhancing Learners’ Speaking Fluency and Digital Literacy Muhammad Idul
Synergy Education Journal of Multidisciplinary Language and Social Sciences Vol 1 No 2 (2026): Synergy Education: Journal of Multidisciplinary Language and Social Sciences
Publisher : Balla' Caradde Education

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Abstract

As generative artificial intelligence (GenAI) rapidly reshapes higher education, evidence on its pedagogically effective integration into English as a Foreign Language (EFL) instruction remains limited. This quasi-experimental study examined the effects of embedding GenAI tools within a Task-Based Language Teaching (TBLT) framework on university students’ speaking proficiency and digital literacy. Sixty undergraduate EFL students were assigned to either a GenAI-enhanced TBLT group or a traditional TBLT group using a pre-test–post-test control group design. Oral proficiency was assessed using IELTS speaking rubrics, while interviews and reflective journals explored students’ learning experiences. Results showed that the experimental group achieved significantly greater gains in speaking fluency, lexical resource, and grammatical accuracy (p < 0.05). Qualitative findings further revealed that GenAI-supported feedback reduced speaking anxiety and promoted learner autonomy and collaboration. This study contributes empirical evidence for AI-enhanced TBLT, offering practical guidance for integrating GenAI to advance communicative competence and digital literacy in EFL contexts.

Page 2 of 2 | Total Record : 11

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