Abstract :

The integration of Artificial Intelligence (AI) into English language teaching has created more opportunities for students to help them enhance their English-speaking skills. The study aimed to investigate the effects of AI-enhanced Task-Based Language Teaching (TBLT) on the English-speaking skills of tenth graders and to explore their perceptions of AI-supported task-based speaking activities at a high school in Ho Chi Minh City, Vietnam. A quasi-experimental design was employed involving 79 tenth graders from two classes. The experimental group (n = 40) received AI-enhanced TBLT, while the control group (n = 39) received the standard TBLT throughout a 12-week intervention. A quantitative method was used to collect the data from pre- and post-speaking tests, while qualitative data were collected through a questionnaire and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics. Qualitative data were examined via content analysis. The findings revealed that the experimental group demonstrated greater development in their speaking performance than the control group. Students also expressed their positive and negative perceptions of AI-enhanced task-based speaking activities when they utilized their AI tools in speaking activities. The findings suggested that the integration of AI tools into the TBLT method could enhance students’ English-speaking skills and promote positive learning experiences, despite some challenges in Vietnamese high schools.

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Keywords :

AI–Enhanced TBLT language learning, artificial intelligence (AI), English Speaking Skills, Task -Based Language Teaching (TBLT), Vietnamese High School Students.

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