Use of AI in Developing English Speaking Skills: Bangladeshi Undergraduate Students’ Perceptions

The present study investigates Bangladeshi undergraduate students’ perceptions of using various AI tools to develop their English-speaking skills. Using a mixed-methods approach, data were collected from 117 participants across various universities of Bangladesh through survey questionnaires comprising both closed-ended items for quantitative analysis and open-ended questions to elicit qualitative insights into participants’ perceptions. Through descriptive and thematic analysis, the findings reveal that AI platforms enhance learners’ speaking skills by providing personalized learning environments, individualized feedback, and greater flexibility and accessibility. Learners preferred AI over traditional methods, such as public speaking, due to its impartial assessment features. This not only motivated students to learn, but also made them more confident; hence, contributing towards their improved proficiency. However, certain challenges of AI applications were also identified by the respondents, for instance, the lack of human emotions, irrelevant context generation and issues with translations. The findings in the study suggested that AI has the potential to enhance the language learning pedagogy of Bangladesh with the integration of relevant AI instructions taken by the learners under the supervision of a human teacher. The study suggests that policymakers of Bangladesh should reform the existing curricula to incorporate AI literacy training and AI-based courses in the existing field of education. Spectrum, Volume 19, June 2024: 122-134