ESL LEARNERS’ PERCEPTIONS OF AI APPLICATIONS FOR IMPROVING LISTENING AND SPEAKING SKILLS

Abstract

AI-powered applications provide personalized feedback, interactive practice, and authentic exposure to English, thereby facilitating the development of oral language skills. This study investigates undergraduate ESL learners’ perceptions of the effectiveness of AI tools in enhancing listening and speaking proficiency. Employing a quantitative research design, 100 undergraduate ESL learners from public and private higher education institutions in Sindh were selected through non-random sampling technique. Data were collected through a structured questionnaire that assessed learners’ perceptions of AI applications for improving listening and speaking skills. The survey examined variables including access to digital technology, levels of digital literacy, exposure to English, prior learning experiences, and patterns of interactions with AI applications. The data were analyzed using SPSS (Version 26). The findings indicate that the majority of participants owned smartphones suitable for academic use (82%) and reported confidence in improving their English listening and speaking skills (72%). Regular use of AI applications was associated with improvements in listening comprehension (78%), phonological accuracy, and exposure to accurate English, input, which contributed to increased language confidence. Learners expressed highly positive attitudes toward AI tools such as ChatGPT, Duolingo Bots, and Replika, recognizing their potential as effective supplementary resources in ESL instruction, particularly in contexts with limited opportunities for classroom based speaking practice.