Perception of undergraduate students on artificial intelligence chatbots towards english oral proficiency

Artificial Intelligence Chatbots have become cutting-edge technologies for language learning, providing personalized and interactive experiences for students. Specifically in English oral proficiency, AI chatbots offer opportunities for improved speaking practice, feedback, and language acquisition. Objective: This study investigates undergraduate students’ perceptions of AI chatbots’ abilities to improve English oral proficiency among non-English majors. Method: A sample of 230 undergraduate students of non-English majors was selected. The research employedsurvey method,utilizing questionnaire. Findings: The quantitative analysis revealed that 71.9% of participants viewed learning effectiveness and language fluency as being strongly and positively correlated (r = .719), indicating that improvements in fluency coincide with enhanced learning outcomes; 82.7% demonstrated a very strong positive correlation between learning effectiveness and usability of AI Chatbots (r = .827), emphasizing how crucial user-friendly interfaces are to maximizing educational opportunities. Most participants agreed that AI chatbots are useful for language acquisition. However, they identified several areas for improvement such as addressing feelings of nervousness, enhancing control over the learning process, and diversifying conversation topics to increase enjoyment and effectiveness. Novelty: Despite significant progress in AI technology, there remains a considerable lack of research on learners’ views about using AI chatbots to improve their English speaking skills. Moreover, few investigations have assessed the influence of communication facilitated by chatbots on developing linguistic competence. The study’s findings show that AI chatbots have enormous potential in improving English oral proficiency among undergraduate students.