THE IMPACT OF AI-SUPPORTED INSTRUCTION ON YOUNG LEARNERS' ENGLISH SPEAKING PERFORMANCE: A QUASI-EXPERIMENTAL STUDY

This study examines the impact of AI-supported instruction on young learners’ English speaking performance. Using a quasi-experimental design, 40 primary school learners (aged 7–10) participated in an eight-week intervention comparing AI-assisted speaking activities with traditional classroom instruction. The experimental group used automated pronunciation feedback, conversational AI tools, and gamified speaking tasks, while the control group followed conventional teaching methods. Pre- and post-test assessments measured pronunciation, fluency, vocabulary use, and intelligibility. Results showed significantly greater improvement in the AI group, with large effect sizes, whereas the control group demonstrated only moderate gains. Qualitative observations also indicated increased learner motivation, confidence, and engagement, along with reduced speaking anxiety. The findings suggest that AI tools, when pedagogically integrated, can effectively enhance young learners’ oral language development and support classroom instruction.

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