Home⇛Student Journal of Technology and Educational Research⇛vol. 3 no. 1 (2026)

Use of Artificial Intelligence-Powered Learning Tools and Oral English Proficiency of ESL Learners at Isabela State University: Basis in Designing AI-Based Speaking Activities

Lyka A. Idmilao | Allysa A. Manzano | Maria Lizabeth R. Jasa | Mary An G. Nartates | Faith A. Ramirez | Jennelyn A. Ramos

Discipline: Education

 

Abstract:

This study examined ESL learners’ attitudes toward the use of AI-powered learning tools and their relationship with oral English proficiency at Isabela State University-Echague Campus. A descriptive-correlational research design was employed involving first-year to third-year Bachelor of Secondary Education major in English students. Learners’ attitudes toward AI-powered learning tools were measured across cognitive, affective, and behavioral domains using a questionnaire. Oral English proficiency was assessed through an adapted IELTS Speaking Test focusing on fluency and interaction, vocabulary, spoken grammar, content and relevance, and pronunciation, intonation, and stress. Results revealed that learners generally demonstrated positive attitudes toward AI-powered learning tools across all domains. Their oral English proficiency ranged from Good to Adequate, with strengths observed in content and relevance, vocabulary, and pronunciation, while fluency, interaction, and spoken grammar were comparatively weaker. Despite their positive attitudes, the results indicated no significant relationship between learners’ attitudes toward AI tools and their actual oral English proficiency, suggesting that while learners have favorable attitudes towards AI tools, these alone are insufficient to improve oral English proficiency, highlighting the need for guided and task-based integration of AI tools in ESL speaking instruction.



References:

  1. Abdullaev, Z. K., & Zokirova, M. R. (2021). Speaking and speaking proficiency. Eurasian Journal of Academic Research, 1(8), 355-361. https://doi.org/10.5281/zenodo.5759350
  2. Al Arif, T. Z. Z., Hidayati, & Kurniawan, D. (2022). EFL university students’ attitudes towards ICT use for English language learning. European Journal of Language and Culture Studies, 1(5), Article 36. https://doi.org/10.24018/ejlang.2022.1.5.36
  3. Al-husban, N. (2025). The impact of AI-assisted language learning tools on augmenting university EFL students’ speaking skills in Jordan. Journal of Applied Learning and Teaching, 8(1).
  4. Ali, Z., Bhar, S. K., Majid, S. N. A., & Masturi, S. Z. (2025). Exploring Student Beliefs: Does Interaction with AI Language Tools Correlate with Perceived English Learning Improvements? Education Sciences, 15(5), 522. https://doi.org/10.3390/educsci15050522   
  5. Alsaawi, A., Almoaily, M., Almulhim, F., Alahmadi, N., & Alshenqeeti, H. (2025). Attitudes to the use of artificial intelligence in language learning. International Journal of Computer-Assisted Language Learning and Teaching, 15(1), 1–17. https://doi.org/10.4018/ijcallt.376344
  6. Alsanousi, B., Albesher, A. S., Do, H., & Ludi, S. (2023). Investigating the user experience and evaluating usability issues in AI-enabled learning mobile apps: An analysis of user reviews. International Journal of Advanced Computer Science and Applications, 14(6). https://doi.org/10.14569/ijacsa.2023.0140602
  7. Ansari, M. S. (2015). Speaking anxiety in ESL/EFL classrooms: A Holistic approach and practical study. International Journal of Educational Investigations, 2, 38-46.
  8. Cường, T. H. (2024). Using AI for Students’ Attitudes to Improve their Speaking Skills at a University. International Journal of Advanced Multidisciplinary Research and Studies, 4(4), 557–562. https://doi.org/10.62225/2583049x.2024.4.4.3070
  9. Dandu, G., Charyulu, G. M., & KSNVL, L. (2024). AI-Driven Language Learning: The Impact of Rosetta Stone on ESL Students’ Speaking Proficiency and Self-Control. Rupkatha Journal, 16(4), 2.
  10. Divekar, R. R., Drozdal, J., Chabot, S., Zhou, Y., Su, H., Chen, Y., Zhu, H., Hendler, J. A., & Braasch, J. (2021). Foreign language acquisition via artificial intelligence and extended reality: design and evaluation. Computer Assisted Language Learning, 35(9), 2332–2360. https://doi.org/10.1080/09588221.2021.1879162
  11. Eugenio, J. L., & Raymundo, J. L. (2024). Language functions in ESL classrooms: Basis for the enhancement of English conversational skills of junior high school students. International Journal of Linguistics, Literature and Translation, 7(7), 107–116. https://doi.org/10.32996/ijllt.2024.7.7.11
  12. Jacob, E. J., & Greggo, J. W. (2001). Using counselor training and collaborative programming strategies in working with international students. Journal of Multicultural Counseling and Development, 29, 73-88.
  13. Kang, Hanna. (2022). Effects of Artificial Intelligence (AI) and native speaker interlocutors on ESL learners’ speaking ability and affective aspects. Multimedia-Assisted Language Learning, 25(2), 9-43.
  14. Khairuddin, Z., Shahabani, N. S., Ahmad, S. N., Ahmad, A. R., & Zamri, N. A. (2024). Students’ perceptions on the artificial intelligence (AI) tools as academic support. Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(11), e003087. https://doi.org/10.47405/mjssh.v9i11.3087 
  15. Mudawy, A. M. A. (2025). Exploring EFL learners’ perceptions on the use of AI-Powered Conversational Tools to improve speaking fluency: a case study at Majmaah University. Forum for Linguistic Studies, 7(1). https://doi.org/10.30564/fls.v7i1.7774
  16. Nguyen, T. T. H. (2023). The effect of using Elsa Speak app for first-semester students’ English-speaking proficiency. Edukatif: Jurnal Ilmu Pendidikan, 5(6), 2644-2655. https://doi.org/10.31004/edukatif.v5i6.5976
  17. Nguyễn , X. H., Lê , T. T., Đỗ , Đ. K., Hoàng , Q. N., & Nguyễn , T. T. H. (2024). STUDENTS’ ATTITUDES TOWARD UTILIZING AI-BASED TECHNOLOGIES TO IMPROVE THEIR SPEAKING PROFICIENCY. Ho Chi Minh City University of Education Journal of Science, 21(5), 957. https://doi.org/10.54607/hcmue.js.21.5.4270(2024)
  18. Nuryakin, N., Rakotoarizaka, N. L. P., & Musa, H. G. (2023). The effect of perceived usefulness and perceived ease of use on student satisfaction: The mediating role of attitude to use online learning. Asia Pacific Management and Business Application, 11(3), 323–336. https://doi.org/10.21776/ub.apmba.2023.011.03.5
  19. Pike, C., & Raymundo, J. L. (2024). Public speaking classroom anxiety and oral language performance of senior high school students. International Journal of Linguistics, Literature and Translation, 7(7), 143–151. https://doi.org/10.32996/ijllt.2024.7.7.15
  20. Portugal-Toro, A., García-Peñalvo, F. J., Ruiz, L. a. B., & Esparza, A. V. (2025). Cognitive and affective processes in second language oral communication: a mixed methods research. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1571099 
  21. Qiao, H., & Zhao, A. (2023f). Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14, 1255594. https://doi.org/10.3389/fpsyg.2023.1255594
  22. Rao, P. S. (2019). The role of English as a global language. Research Journal of English (RJOE), 4(1), 65-79.
  23. Raymundo, J. L. (2023). Exploring the practices on macro skills integrated assessment in Philippine higher education context: Basis in designing a language training program. International Journal of Language Education, 7(3), 429–446. https://doi.org/10.26858/ijole.v7i3.24252
  24. Saet, P., & Cabansag, J. (2024). Language performance in English and test anxiety among pre-service education students. Isabela State University Linker: Journal of Education, Social Sciences and Allied Health, 1(1), 62–74. https://doi.org/10.65141/jessah.v1i1.n6
  25. Shishido M. (2021) Developing and Evaluating the e-learning Material for Speaking Practice With the Latest AI Technology ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings (pp. 55-68) https://doi.org/10.22492/issn.2189-1036.2021.5
  26. Şakiroğlu, H., & Kaya, H. (2018). The student perspectives of common problems while gaining English speaking and listening skills and their proposed solutions to improve skills autonomously. European Journal of Foreign Language Teaching, 3(3), 94-109.
  27. Sayed, B.T., Bani Younes, Z.B., Alkhayyat, A. et al. To be with artificial intelligence in oral test or not to be: a probe into the traces of success in speaking skill, psychological well-being, autonomy, and academic buoyancy. Lang Test Asia 14, 49 (2024). https://doi.org/10.1186/s40468-024-00321-0
  28. Shoeibi, N., Sánchez, R. T., & Garcia-Penalvo, F. J. (2023). Evaluating the effectiveness of human-centered AI systems in education. AI Systems in Education, 155–186.
  29. Shofi, A. T., & Ainiyah, M. (2024). Enhancing English oral communication skills through the use of artificial intelligence. Indonesian Journal of Language and Education, 6(3), 35-52.
  30. Teba, S. C. (2022). Using duolingo to improve Beninese secretarial advanced learners’ oral communication skills. European Journal of Educational Sciences, 9(1), 25 38. https://doi.org/10.19044/ejes.v9no1a25
  31. Tima, R. (2018, February 21). English Proficiency of Pinoy Students, teachers lagging – survey. GMA News. Retrieved from http://www.gmanetwork.com
  32. Tsunemoto, A., & Trofimovich, P. (2024). Coherence and comprehensibility in second language speakers’ academic speaking performance. Studies in Second Language Acquisition, 46(3), 795-817. https://doi.org/10.1017/S0272263124000305 
  33. Uzun, T. (2024). Perception of prosodic speech features: Final intonation and word stress for EFL learners. Uluslararası Dil, Edebiyat ve Kültür Araştırmaları Dergisi, 7(2), 212–223. https://doi.org/10.37999/udekad.1449612
  34. Wang-Taylor, Y., & Clenton, J. (2022). Exploring the relationship between L2 vocabulary size and academic speaking. System, 107, 102822. https://doi.org/10.1016/j.system.2022.102822
  35. Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1261955.
  36. Yuliawati, N. L., & Suryadi, S. (2023). Students’ perceptions on the use of ELSA Speak Application to improve English speaking skills. TELL-US JOURNAL, 9(4). https://doi.org/10.22202/tus.2023.v9i4.7649
  37. Zhong, J., Ismail, L., & Ahmad, N. K.  (2024). Linguistic Features of Different Proficiency Learners’ Oral Performance in a Project-Based Learning Context. Arab World English Journal, 15(3): 347-363.  https://dx.doi.org/10.24093/awej/vol15no3.21

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic