Embedding design thinking and artificial intelligence in EFL classrooms: Effects on secondary learners' oral proficiency

This study examines the impact of incorporating design thinking into AI-assisted language learning interventions on secondary EFL learners' oral language proficiency, motivation, and engagement. A total of 120 secondary-level EFL students (aged 15–17) from a metropolitan public high school in a non-English-speaking country were randomly allocated to an experimental group (n = 60) and a control group (n = 60). During 12 weeks, the experimental group participated in design thinking–assisted instruction with the integration of AI tools, while the control group engaged in traditional language instruction. The data collection sources were pre- and post-test measurements of oral proficiency, questionnaires on motivational inventories, and semi-structured interviews. The experimental group demonstrated significantly greater improvement in oral proficiency than the control group (mean gain = +19.2 vs. +8.1, p < .001 , Cohen's d = 1.56 ). A dditionally, intrinsic motivation showed a statistically significant difference (p < .001) favoring the experimental group. The qualitative analysis revealed increased learner autonomy, positive perceptions regarding feedback, and improved engagement levels, albeit 20% of the participants faced speech recognition issues. Overall, the findings imply that the incorporation of design thinking into AI-assisted language learning can enhance EFL learners' oral proficiency and 21st-century competencies.