speaking-practice
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- PaperReCALL1 Dec 2025
Examining the effectiveness of integrating corpus-based and AI approaches for English speaking practice
Hsueh Chu Chen, Xiaona Zhou, Jing Xuan Tian
An online English speaking training approach integrating a self-developed spoken corpus, generative AI, and text-to-speech tools was developed and evaluated. Pre- and post-test results showed improvements in participants' speaking performances, including increased use of complex sentences and fewer vowel errors. Participants reported positive attitudes and highlighted the benefits of combining corpora and AI for accurate feedback and interactive learning.
Original abstract
This study developed and evaluated an online English speaking training approach that integrates corpora and artificial intelligence (AI) tools. The training integrated a self-developed spoken corpus, generative AI tools, and text-to-speech AI tools. Pre- and post-test results identified improvements in participants’ speaking performances. Participants attempted to use more positive linguistic features (e.g. producing complex sentences more frequently) and avoid using negative linguistic features (e.g. reducing the number of vowel errors) after receiving the training. Participants showed positive attitudes towards this corpus-based and AI-integrated English oral ability learning approach and affirmed the importance of integrating both tools. The corpus helped raise participants’ awareness of features that influence speaking performance and offered prompt engineering and feedback-checking functions, while the generative AI tools provided useful feedback and tailor-made sample responses. Additionally, text-to-speech AI tools offered learners with tailor-made native speaker samples for imitation and helped learners learn pausing. Results also revealed that this approach helped create an interactive oral ability learning environment, and the combination of corpora and AI tools provided more accurate feedback for each subskill of speaking.
- PaperDOAJ — ELT & TESOL1 Dec 2025
Technology Mediated Multimodal Speaking Practice in EFL Learning: A TikTok Based News Anchor Challenge
Fakry Hamdani, Aneu Nurbayani
A qualitative case study examined how a TikTok-based News Anchor Challenge supported EFL students' speaking development through multimodal rehearsal, repeated performance, and self-monitoring. Five Indonesian university students completed two video cycles, showing improvements in pronunciation, fluency, and expressive delivery, with increased motivation and reduced anxiety, though some experienced cognitive load from native-like pronunciation pressure. The findings suggest structured TikTok tasks can enhance multimodal and self-regulated speaking practice when teachers manage cognitive and platform constraints.
Original abstract
Abstract The rapid integration of short-form video platforms into students’ daily communication practices offers new possibilities for technology-enhanced English language teaching. Grounded in multimodal communication theory, self-regulated learning, and cognitive load theory, this qualitative case study examines how a TikTok-based News Anchor Challenge mediated EFL students’ speaking development through multimodal rehearsal, repeated performance, and technology-supported self-monitoring. Five second-semester students at an Indonesian Islamic university completed two video performance cycles. Data were collected through semi-structured interviews, questionnaires, and rubric-based speaking assessments adapted from Hughes (2003), and were analyzed through methodological triangulation. The findings show that the task encouraged iterative rehearsal, pronunciation imitation, vocabulary development, and more expressive delivery. Most participants reported greater motivation, confidence, and reduced speaking anxiety, while some experienced cognitive load and pressure to achieve native-like pronunciation, which disrupted fluency. Performance data showed varied improvement in pronunciation, fluency, and multimodal expression. The study suggests that structured TikTok-based speaking tasks can support multimodal and self-regulated speaking practice in specific EFL contexts, provided that teachers manage cognitive demands, pronunciation expectations, and platform-related constraints. Abstrak Integrasi platform video pendek ke dalam praktik komunikasi sehari-hari mahasiswa membuka peluang baru bagi pembelajaran bahasa Inggris berbasis teknologi. Berlandaskan teori komunikasi multimodal, pembelajaran regulasi diri, dan teori beban kognitif, studi kasus kualitatif ini mengkaji bagaimana News Anchor Challenge berbasis TikTok memediasi pengembangan keterampilan berbicara mahasiswa EFL melalui latihan multimodal, performa berulang, dan pemantauan diri berbantuan teknologi. Lima mahasiswa semester dua di sebuah universitas Islam di Indonesia menyelesaikan dua siklus performa video. Data dikumpulkan melalui wawancara semi-terstruktur, kuesioner, dan penilaian berbicara berbasis rubrik yang diadaptasi dari Hughes (2003), kemudian dianalisis menggunakan triangulasi metodologis. Temuan menunjukkan bahwa tugas ini mendorong latihan iteratif, imitasi pelafalan, pengembangan kosakata, dan penyampaian yang lebih ekspresif. Sebagian besar peserta melaporkan peningkatan motivasi, kepercayaan diri, dan penurunan kecemasan berbicara, sedangkan beberapa peserta mengalami beban kognitif dan tekanan untuk mencapai pelafalan seperti penutur asli, yang mengganggu kelancaran. Data performa menunjukkan peningkatan yang bervariasi pada aspek pelafalan, kelancaran, dan ekspresi multimodal. Studi ini menunjukkan bahwa tugas berbicara terstruktur berbasis TikTok dapat mendukung praktik berbicara multimodal dan regulasi diri dalam konteks EFL tertentu, asalkan guru mengelola tuntutan kognitif, ekspektasi pelafalan, dan kendala platform.