ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1595818
Enhancing Oral English Learning Through AI: A Case Study on the Impact of AI-Driven Speaking Applications Among Chinese University Students
Provisionally accepted
- 1Zhoukou Normal University, Zhoukou, Henan Province, China
- 2Henan University, Kaifeng, China
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The integration of artificial intelligence (AI) into oral English learning addresses challenges such as limited practice opportunities, lack of immediate feedback, and the need for personalized learning. This study examines the impact of AI-driven English-speaking applications on Chinese university students, focusing on their effectiveness in improving oral proficiency. Using a qualitative case study approach, including interviews with six students, this study explores how AI tools like Liulishuo enhance learning efficiency, provide instant feedback, and boost motivation through interactive features.In this research, AI was not directly applied in classroom teaching; instead, it was assigned as structured after-class tasks, requiring students to complete weekly AI-supported speaking practices and reflections over a 16-week semester.Findings suggest that AI applications personalize learning by adapting content to individual proficiency levels, offering real-time feedback, and improving pronunciation, grammar, and fluency. But AI is hard to replicate the emotional and cultural nuances of human communication in traditional teaching. Thus, a blended approach combining AI tools with traditional instruction is necessary. This study contributes insights for educators and developers seeking to optimize language learning through AI technology.
Keywords: Oral English, AI, Chinese university students, Apps, case study
Received: 18 Mar 2025; Accepted: 14 Oct 2025.
Copyright: © 2025 Zhang and Bian. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Liang Bian, liangbian@henu.edu.cn
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