The Smalltalk2Me AI app in English Speaking Skills: An Action Research Among Higher Education Students in Loja, Ecuador
Palabras clave:
smalltalk2me app, english speaking skills, higher education
Resumen
This study explores the impact of the SmallTalk2Me application in improving English speaking skills among higher education students in Loja, Ecuador. Using an action research approach, the study aimed to assess how this artificial intelligence app influences key aspects of oral proficiency, including fluency, pronunciation, grammar, and vocabulary development. Participants engaged in well-designed activities to incorporate the SmallTalk2Me app into their learning routines, providing opportunities for authentic interaction and real-time feedback. Data was collected through pre- and post-intervention assessments, observations, participant reflections, and a questionnaire. Results indicate significant improvements in students’ oral performance, mainly in pronunciation and fluency, along with improved confidence in oral communication. Despite these positive results, challenges were identified related to technical issues and initial user familiarity with the application. This research highlights the potential of artificial intelligence-powered apps to support English learning and recommends further studies to explore their long-term impact and integration into diverse educational contexts.
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Samiya, M. (2024). The Role Of Using Artificial Intelligence-Murf Application For Promoting Speaking Skill Of Iraqi EFL College Students.
Schoonenboom, J. (2012). The Fundamental Difference Between Qualitative and Quantitative Data in Mixed Methods Research. http://www.qualitative-research.net/
Wu, L., Li, K., Yu, M., & Lin, Y. (2024). Application of Artificial Intelligence in Teaching English as a Foreign Language: Progress, Challenges, and Trends. English Language Teaching and Linguistics Studies, 6(4), p215. https://doi.org/10.22158/eltls.v6n4p215
Yuksel, D., Soruç, A., Horzum, B., & McKinley, J. (2023). Examining the role of english language proficiency, language learning anxiety, and self-regulation skills in emi students’ academic success. Studies in Second Language Learning and Teaching, 13(2), 399–426. https://doi.org/10.14746/ssllt.38280
Dávila Macías, A. M., Armijos Solano, D. O., Palma Perero, L. M., Roca Panimboza, J. A., & Lucas Soledispa, C. J. (2024). The Potential of Artificial Intelligence to Improve Speaking Skills in a Second Language (English) Fluently. Ciencia Latina Revista Científica Multidisciplinar, 8(3), 3826–3836. https://doi.org/10.37811/cl_rcm.v8i3.11592
Dwi Elia, R., & Wahyuningsih, S. (2024). The Use of Artificial Intelligence in Assessing and Improving Public Speaking Skills: EFL Students’ Voices in Indonesian Secondary school. https://doi.org/10.24090/celti.2024.1046
Fitria, T. N. (2021). Siri (Apple), and Cortana (Microsoft). 3) Smart Content, 4) Presentation Translator. 5) Global Courses, for example. Proceeding Seminar Nasional & Call For Papers, 2. https://www.blackboard.com/teaching-learning/learning-
Fitria, T. N., Riyadi, J. S., Makamhaji, W., & Sukoharjo, K. (2021). THE USE TECHNOLOGY BASED ON ARTIFICIAL INTELLIGENCE IN ENGLISH TEACHING AND LEARNING. https://doi.org/10.24235/eltecho.v%vi%i.9299
Gazali, E., & Saefuloh, H. (2023). Development of an Arabic Receptive Proficiency Test Instrument Based on the Common European Framework of Reference for Languages. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 11(2), 293–308. https://doi.org/10.23971/altarib.v11i2.6721
Ghafar, Z. N. (2023). Evaluation Research: A Comparative Analysis of Qualitative and Quantitative Research Methods. Middle East Research Journal of Linguistics and Literature, 3(02), 25–32. https://doi.org/10.36348/merjll.2023.v03i02.003
Iorliam, A., & Ingio, J. A. (2024). A Comparative Analysis of Generative Artificial Intelligence Tools for Natural Language Processing. Journal of Computing Theories and Applications, 1(3), 311–325. https://doi.org/10.62411/jcta.9447
Jalbani, A. N., Ahmad, A., & Maitlo, S. K. (2023). A Comparative Study to Evaluate ESL Learners’ Proficiency and Attitudes towards English Language. Global Language Review, VIII(II), 446–455. https://doi.org/10.31703/glr.2023(viii-ii).36
Kang, H. (2022). Effects of Artificial Intelligence (AI) and Native Speaker Interlocutors on ESL Learners’ Speaking Ability and Affective Aspects. http://journal.kamall.or.kr/wp-content/uploads/2022/6/Kang_25_2_01.pdfhttp://www.kamall.or.kr
Kholis, A. (2021). Elsa Speak App: Automatic Speech Recognition (ASR) for Supplementing English Pronunciation Skills. Pedagogy : Journal of English Language Teaching, 9(1), 01. https://doi.org/10.32332/joelt.v9i1.2723
Klimova, B., Pikhart, M., Polakova, P., Cerna, M., Yayilgan, S. Y., & Shaikh, S. (2023). A Systematic Review on the Use of Emerging Technologies in Teaching English as an Applied Language at the University Level. In Systems (Vol. 11, Issue 1). MDPI. https://doi.org/10.3390/systems11010042
M. Opyr, S. (2021). Opyr_M_Artificial_intelligence_for_learning. International Scientific Journal «Grail o f Science».
Momenanzadeh, M., Mashhadi, A., Shooshtari, Z. G., & Arús-Hita, J. (2023). English as a Foreign Language Preservice Teachers’ Technological Pedagogical Content Knowledge: A Quantitative Comparative Study. Journal of Research in Applied Linguistics, 14(2), 161–172. https://doi.org/10.22055/RALS.2023.44207.3100
Nassaji, H. (2020). Good qualitative research. In Language Teaching Research (Vol. 24, Issue 4, pp. 427–431). SAGE Publications Ltd. https://doi.org/10.1177/1362168820941288
Neenaz, A. E., Dr, I., Crompton, H., & Crichton, R. (2023). Artificial intelligence and English language teaching: Preparing for the future. https://doi.org/10.57884/78ea-3c69
Putra, R. M., Solekhah, S., Agustina, D. D., & Sobirov, B. (2022). Action Learning Strategy to Enhance Students Speaking Skill: A Classroom Action Research. Anglophile Journal, 2(1), 37. https://doi.org/10.51278/anglophile.v2i1.269
Salamanti, E., Park, D., Ali, N., & Brown, S. (2023). Efficacy of Collaborative and Multimodal Learning Strategies in Enhancing English Language Proficiency Among ESL/EFL Learners: A Quantitative Analysis. Research Studies in English Language Teaching and Learning, 1(2). https://doi.org/10.62583/rseltl.v1i2.11
Samiya, M. (2024). The Role Of Using Artificial Intelligence-Murf Application For Promoting Speaking Skill Of Iraqi EFL College Students.
Schoonenboom, J. (2012). The Fundamental Difference Between Qualitative and Quantitative Data in Mixed Methods Research. http://www.qualitative-research.net/
Wu, L., Li, K., Yu, M., & Lin, Y. (2024). Application of Artificial Intelligence in Teaching English as a Foreign Language: Progress, Challenges, and Trends. English Language Teaching and Linguistics Studies, 6(4), p215. https://doi.org/10.22158/eltls.v6n4p215
Yuksel, D., Soruç, A., Horzum, B., & McKinley, J. (2023). Examining the role of english language proficiency, language learning anxiety, and self-regulation skills in emi students’ academic success. Studies in Second Language Learning and Teaching, 13(2), 399–426. https://doi.org/10.14746/ssllt.38280
Publicado
2025-01-15
Cómo citar
Celi Díaz, J. F., & Bustos Rodríguez , J. P. (2025). The Smalltalk2Me AI app in English Speaking Skills: An Action Research Among Higher Education Students in Loja, Ecuador. Ciencia Latina Revista Científica Multidisciplinar, 8(6), 7869-7890. https://doi.org/10.37811/cl_rcm.v8i6.15469
Número
Sección
Ciencias y Tecnologías
Derechos de autor 2025 Jimmi Fabricio Celi Díaz, Jean Pierre Bustos Rodríguez
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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