ENGLISH-MAJORED STUDENTS’ PERCEPTIONS, CONFIDENCE DEVELOPMENT, AND SATISFACTION IN USING CHATGPT FOR SPEAKING PRACTICE: EVIDENCE FROM A VIETNAMESE UNIVERSITY
Tran Thi Thanh Tam, Nguyen Tat Thanh University, Ho Chi Minh City, Vietnam.
MSI Journal of Education and Social Science | https://zenodo.org/records/20656305 | Page 01 to 25
Abstract
The rapid development of artificial intelligence (AI) has created new opportunities for language learning, particularly in the area of speaking practice. Among various AI-powered tools, ChatGPT has attracted considerable attention due to its ability to provide interactive conversations, immediate responses, and personalized learning experiences. This study investigates English-majored students’ perceptions, confidence development, and satisfaction regarding the use of ChatGPT for English speaking practice at Nguyen Tat Thanh University, Vietnam. A quantitative survey was conducted with 100 undergraduate English-major students who had experience using ChatGPT as a supplementary speaking practice tool. Descriptive statistical analysis was employed to examine students’ perceptions of usefulness, speaking improvement, confidence development, motivation, and overall satisfaction. The findings indicate that students generally hold positive attitudes toward ChatGPT-assisted speaking practice. Participants reported noticeable improvements in vocabulary use, pronunciation awareness, speaking confidence, and learning motivation. Most respondents appreciated the non-judgmental environment offered by ChatGPT, which allowed them to practice speaking without fear of embarrassment. Nevertheless, concerns regarding conversational naturalness, repetitive interactions, and occasional limitations in feedback quality were also identified. The study suggests that ChatGPT can serve as a valuable supplementary tool for English language learning when integrated with appropriate pedagogical guidance. Rather than replacing instructors, ChatGPT appears most effective when used alongside classroom instruction to enhance learner autonomy and increase opportunities for speaking practice beyond the classroom.
Keywords: ChatGPT, English-major students, speaking practice, learner perceptions, satisfaction, AI-assisted language learning
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
TEACHERS’ SELF-CONFIDENCE, SOCIAL SKILLS, AND STRESS MANAGEMENT AS DETERMINANTS OF TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS OF LAGOS STATE, NIGERIA
Aina Idowu Morola, Department of Science and Technology Education (STED) Olabisi Onabanjo University.
Afuwape. O Moses, Department of Science and Technology Education (STED) Olabisi Onabanjo University, Ago Iwoye.
MSI Journal of Education and Social Science | https://zenodo.org/records/20329263 | Page 01 to 18
Abstract
Biology is an important subject in senior secondary school and prerequisite subject for many fields of learning which involves medicine and surgery, anatomy, nursing and basic medical sciences, forestry and agriculture, bio-technology and so on. Despite the importance of biology, there are several difficulties associated with the learning of biology in senior secondary schools as identified by WASSCE chief examiners reports. These identified weaknesses and recommended solutions by the WAEC chief examiner diminish the work done in the classroom and cast doubt on the credibility and quality of biology teachers’ job performance. This study is essential to provide information on how the combination of teachers’ stress management, social ability and self-concept determine biology teachers’ job performance, especially among teachers in Lagos state.
This study adopted a correlation survey research design. The study population comprised 800 Biology teachers in public secondary schools in Lagos State of Nigeria. Using Krejcie and Morgan (1970) sample size determination, 350 Biology teachers were selected. Multi-stage sampling technique was adopted as the sampling technique procedure. The research instruments for the study are Teachers Job Performance Scale (r = 0.632), Teachers’ Social Ability Scale (r = 0.625), Stress Management Questionnaire (r = 0.786) and Teacher Self-Efficacy Scale (r = 0.606). Data was collected and analysed using person product moment correlation and multiple regression analysis.
Results showed that 1) there is a significant relationship between teachers’ stress management and job performance; 2) there is a significant relationship between teachers’ social ability and job performance; 3) there is no significant relationship between teachers’ self-efficacy and job performance; 4) teachers’ stress management, social ability and self-efficacy are not significant determinants of Job Performance.
The study concluded that although psychosocial variables such as stress management, social ability, and self-efficacy contribute to teachers’ professional functioning, they play only a limited role in determining teachers’ job performance in secondary schools in Lagos State. These teachers’ variables are not significant or major factors of planning for improved teachers’ job performance in secondary schools of Lagos state.
Keywords: Job Performance, Biology, Self-confidence, Social Skills, & Stress Management
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Caught Between Whales: Navigating Strategic Pressures in South Korea’s Democratic Party Foreign Policy in the US-China era
Eryka Stselnikovich, 3rd Year BA International Relations Adam Mickiewicz University, Faculty of Political Science and Journalism.
MSI Journal of Education and Social Science | https://zenodo.org/records/20200279 | Page 01 to 10
Abstract
In the light of this year’s elections in South Korea, where on June 4th the Democratic Party leader Lee Jae-myung took the upper hand replacing the impeached right-wing conservative leader Yoon Suk-yeol, there is a question of what the foreign policy strategy will look like under the new administration? As the presidency of Lee Jae-myung has lasted hardly half a year, for now it is too early to search for definite answers. But what can be done is to go back to the predecessor of the newly elected leader, namely Moon Jae-in, who served before Yoon Suk-yeol and came from the same Democratic Party, i.e., one of the two major political parties in South Korea. By analyzing the policies under the former democratic president, we can look at the path that the representatives of this party had already followed, thus acquiring the background to draw expectations for the current administration. Will they follow the same path or change the strategy completely?
While the timeline analyzed is 2017-2018, i.e., the early period of presidency of Moon Jae-in, it also coincides with the era of the ongoing US-China competition, which has been shaping the political landscape not only in Asia, but in the whole world for a considerable time. Given the historical security dependence on the US and economic cooperation with China, it is vital for the ROK to follow a thoughtful foreign policy to address relations with both sides and secure a resilient position in such an unstable international environment.
Given these strategic challenges, a central question arises: how did the Democratic Party navigate the US–China rivalry during Moon Jae-in’s presidency, and what does this reveal about the likely direction of Lee Jae-myung’s foreign policy? Taking the 2017 New Southern Approach (NSP) as reflecting the foreign policy orientation of Korea at that time, this paper argues that the position of Korea was “strategically ambiguous”, i.e. avoiding definitive alignment with either Washington or Beijing. In turn, within the context of dependency, this approach sought to enhance ROK’s autonomy as a middle-power and create greater room for maneuver in its policy- making.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Assessment of the Benefits of Livelihood Strategies Adopted among Youth in Zanzibar, Tanzania
George Julius Babune, Department of Management Studies, Tanzania Institute of Accountancy, Dar es Salaam, Tanzania.
MSI Journal of Education and Social Science | https://zenodo.org/records/20108701 | Page 01 to 21
Abstract
This paper examines the benefits of livelihood strategies adopted among youth in the North ‘A’ District of Zanzibar. A descriptive case study design was applied, while a mixed methods approach was essential to inform the breadth and depth of the topic. The target population were youth sampled by simple random sampling to obtain a 260 sample size. Purposive sampling was employed to interact with the participant. Data were collected using questionnaire surveys and documentary review methods. The quantitative data collected were analysed using descriptive statistics via the Statistical Package for Social Sciences. The qualitative data were processed by theme and content analysis. The study revealed that many respondents were engaging in different livelihood activities in the study area. These involved 95 (36.5%) respondents who dealt with fishery activities, 6 (2.3%) respondents who were carpenters, 15 (5.7%) respondents who were tailors, 60 (23.0%) respondents were farmers, and 11 (4.2%) respondents were doing tourism activities. It was found that 6 (2.3%) of respondents were drivers, 40 (15.3%) respondents were students, 15 (5.7%) respondents were businesspeople, 5 (1.9%) were undertaking mechanics, and 7 (2.6%) respondents were teachers. These results reflect the dominance of agricultural and fishery livelihoods in the study area. It was found that there were expressed benefits related to livelihoods. These benefits involved 70.8% of respondents receiving financial benefits from their livelihood strategies, 85.4% as a source of food, and 66.2% as social benefits, among many others. It was concluded that the youth experience multiple benefits associated with livelihood strategies in the study area. These involve social, financial, skills development, and ownership of properties. Recommended that investment in youth’s priority livelihoods is an imperative strategy in attempt to promote sustainable socio-economic benefits at local and national development. Agriculture and fishery skills, being the dominant sectors innovatively have the potential in facilitating youth livelihoods. Hence, they should be adopted and taught in the basic levels of education that accommodates the majority of youth in Zanzibar and Tanzania as a whole.
Keywords: Benefits, Livelihood strategies, Youth, and Zanzibar
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
TRANSFORMATIONAL LEADERSHIP AND TEACHER EFFECTIVENESS IN SECONDARY SCHOOLS
Titilayo Folasade Olabode, Olivet Baptist Academy, Oyo, Nigeria.
MSI Journal of Education and Social Science | https://zenodo.org/records/20092455 | Page 01 to 22
Abstract
This study examines the influence of transformational leadership on teacher effectiveness in secondary schools. In contemporary educational systems, leadership plays a critical role in shaping instructional quality and student outcomes. Transformational leadership, characterized by idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, has been widely associated with improved organizational performance. This paper explores how these leadership dimensions affect teacher effectiveness, defined as instructional competence, classroom management, student engagement, and professional commitment. Using a descriptive survey design supported by an extensive literature review, the study establishes that transformational leadership significantly enhances teacher effectiveness by fostering motivation, collaboration, and professional development. The findings underscore the need for leadership training programs and policy reforms that prioritize transformational leadership practices in secondary school administration.
Keywords: Transformational leadership, teacher effectiveness, secondary education, instructional leadership, school improvement.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
A Review of Artificial Intelligence Integration in Higher Education and Its Implications for Organizational Control and Labour Process in Emerging Economies
Edime YUNUSA, Department of Sociology, Faculty of Social Sciences, Prince Abubakar Audu University, Anyigba, Kogi State – Nigeria.
Ejuchegahi Anthony ANGWAOMAODOKO, Department of Sociology, Faculty of Social Sciences, Prince Abubakar Audu University, Anyigba, Kogi State – Nigeria.
MSI Journal of Education and Social Science | https://zenodo.org/records/19761006 | Page 01 to 26
Abstract
The growing use of Artificial Intelligence (AI) in universities is altering how academic work is organized and governed, raising important questions about control and labour in higher education, particularly in emerging economies. Against this background, this paper reviewed artificial intelligence integration in higher education and examined its implications for organizational control and the labour process. The paper specifically examined the patterns and modes of artificial intelligence integration in higher education institutions in emerging economies, analyzed how artificial intelligence adoption shapes organizational control mechanisms within higher education institutions and investigated the effects of artificial intelligence integration on the labour process, The paper was guided by labour process theory, which provides a basis for understanding how technology reshapes managerial control and work relations. A systematic review design was adopted, drawing on recent scholarly publications between 2022 and 2026 sourced from peer-reviewed journals and policy reports. The findings showed that artificial intelligence is increasingly embedded in teaching, assessment, and administrative systems, with emerging economies adopting these tools within resource-constrained and centralized institutional settings. The paper revealed that AI adoption strengthens data-driven oversight, performance monitoring, and standardization of academic tasks, thereby reinforcing managerial control. At the same time, academic labour is being restructured through increased workload demands, digital skill requirements, and reduced autonomy in decision-making processes. While some gains are recorded in efficiency and instructional support, concerns persist regarding surveillance, job insecurity, and uneven capacity for adaptation across institutions. The paper concluded that artificial intelligence integration in higher education is not neutral but reflects existing power relations within institutions. The paper therefore recommended that there should be development of clear regulatory frameworks, inclusive governance structures, and capacity-building initiatives to ensure that AI deployment supports both institutional effectiveness and fair labour practices.
Keywords: Artificial Intelligence, Higher Education, Organizational Control, Labour Process, Emerging Economies.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
TEACHERS’ MOTIVATION AS DETERMINANTS OF THEIR JOB PERFORMANCE IN SECONDARY SCHOOLS OF LAGOS STATE, NIGERIA
Aina Idowu Morola, Department of Science and Technology Education (STED) Olabisi Onabanjo University, Ago Iwoye, Ogun State.
Adebola. S Ifamuyiwa, Department of Science and Technology Education (STED) Olabisi Onabanjo University, Ago Iwoye, Ogun State.
MSI Journal of Education and Social Science | https://zenodo.org/records/19758658 | Page 01 to 21
Abstract
Job performance is an unavoidable discourse in workplace discourse and consideration, which can be seen as the essential workplace expectation from staff, or the most significant concept in organizational practice. In the context of classroom teaching and learning, the variables that indicate teacher’s job performance are good teaching, preparation of lesson notes, proper usage of scheme of work, good supervision, classroom management, time management, interpersonal skills (listening, optimism, perceived observation skills and empathy) among others. The competency of teachers and their performance in delivering quality classroom instructions have been questioned in recent times due to highlighted weaknesses in students’ performance in public examinations. The consistent reports on school subjects especially in biology, especially in public examinations (West African Examination Council [WAEC]) is not encouraging based on chief examiners’ reports (WAEC Chief Examiners’ Report of 2013, 2014, 2015, 2016, 2017, & 2018). Arising from this report, the need for urgent interventions and research studies in order to salvage the situation for the better direct and indirect improvement in students’ achievement in Biology is inevitable.
This research adopted a correlation survey research design. The targeted population for the study comprised 800 Biology teachers in public secondary schools in Lagos State of Nigeria. The study sample comprises 350 Biology teachers selected using a multi-stage sampling technique. The research instruments for the study are Teachers Job Performance Scale (r = 0.859) and Teacher Self-motivation Scale (r = 0.632). The data collected was analyzed using Regression Analysis.
Results showed that there is a direct and low relationship between teachers’ motivation and job performance. Also, teachers’ motivation is not a significant determinant of job performance.
It was concluded that although teachers’ motivation has a direct and low relationship with job performance, it is not a significant factor for planning and improving teachers’ job performance in Lagos state. Drawing from the conclusion, it was recommended that Teachers should also be motivated by giving them more incentives and making their work environment comfortable. Other teachers’ factors should be reviewed and investigated to determine which one could suitably be useful for planning job performance.
Keywords: Job performance, Teachers’ Motivation, Secondary school
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Artificial Intelligence Awareness and Readiness for Utilization among Students and Lecturers of Prince Abubakar Audu University, Anyigba, Kogi State – Nigeria
Edime YUNUSA, Department of Sociology, Faculty of Social Sciences, Prince Abubakar Audu University Anyigba, Kogi State-Nigeria.
Ejuchegahi Anthony ANGWAOMAODOKO, Department of Sociology, Faculty of Social Sciences, Prince Abubakar Audu University Anyigba, Kogi State-Nigeria.
Cosmas VICTOR, Department of Sociology, Faculty of Social Sciences, Prince Abubakar Audu University Anyigba, Kogi State-Nigeria.
MSI Journal of Education and Social Science | https://zenodo.org/records/19755096 | Page 01 to 34
Abstract
The increasing integration of artificial intelligence into higher education has raised critical concerns about how prepared academic actors are to engage with emerging technologies, prompting this study on artificial intelligence awareness and readiness for utilization among students and lecturers of Prince Abubakar Audu University, Anyigba, Kogi State, Nigeria. The study examined the level of awareness of artificial intelligence and assessed readiness for its utilization in teaching, learning, and research activities. The Technology Acceptance Model guided the study. A descriptive cross-sectional survey design was adopted, with a population of 7604 comprising of students and 16 selected lecturers totalling 7620 population, from which a sample of 373 was determined through Krejcie and Morgan formula. Respondents were selected using multistage sampling. Data were collected through structured questionnaires and key informant interviews and analyzed using descriptive statistics and inferential techniques, including Pearson Product Moment Correlation and One-Way Analysis of Variance. The results of the hypotheses showed a significant positive relationship between awareness and readiness (r = 0.62, p < 0.05), and significant differences in awareness across faculties (F = 3.45, p < 0.05) and levels of study (F = 4.12, p < 0.05). Descriptive findings revealed that 65.6% of respondents demonstrated general awareness of artificial intelligence, while only 46.9% showed awareness of institutional policies guiding its use. In terms of readiness, 68.8% expressed willingness to use AI, whereas only 50.0% indicated adequate skills and confidence for its application. The study concluded that awareness is moderate and largely functional, while readiness is relatively high in disposition but constrained by limited competence and institutional support. The study recommended structured capacity-building programmes and the development of clear institutional frameworks to enhance effective and responsible utilization of artificial intelligence in the university.
Keywords: Artificial Intelligence, Awareness, Readiness, Utilization, Students, Lecturers, Prince Abubakar Audu University.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Cultural Diplomacy and Cultural Tourism Development: The Case with Nigeria
Dr. Dominic Uduakabasi Okure, Ph. D, Department of Hospitality and Tourism Studies, Admiralty University of Nigeria, Ibusa, Delta State.
MSI Journal of Education and Social Science | https://zenodo.org/records/19660938 | Page 01 to 24
Abstract
Cultural diplomacy is strategic for marketing national identities and attracting international tourism inflows for economic development. Its functionality and efficiency in driving a tourism-based development in regions like Nigeria is, however, significantly marred by narrow perceptions, lack of in-depth exploration and inadequate implementation frameworks. This study, postulating a correlation between cultural diplomacy and cultural tourism development, examines Nigeria’s cultural diplomacy against the backdrop of its vast cultural resources to identifying its strengths and weaknesses in attracting culturally motivated international tourists and investors for cultural tourism-based and sustainable development. It examines relevant literature, policy documents, Nigeria’s cultural resources and currents efforts by state and non-state actors, to identify the gaps and inadequacies that must be addressed to harness the benefits of cultural diplomacy and channel them towards securing tangible economic benefits. Recommendations are made, based on the identified gaps and inadequacies. The study provides useful leads for policy action, government inter-ministerial synergy, stakeholder collaborations, and local community involvement in tourism development.
Keywords: Cultural diplomacy, cultural tourism, tourism-based development, sustainability, national identity, destination image branding.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Utilizing Sociocultural Theory Strategies to Develop Learners' ZPD: Perceived Effectiveness in Pakistani High School EFL Classrooms
Zunaira Khan, Foreign Language Teaching Assistant at University of Texas at Austin, USA.
MSI Journal of Education and Social Science | https://zenodo.org/records/19588414 | Page 01 to 25
Abstract
Sociocultural theory emphasizes the role of social interactions, cultural context, and language in cognitive development and learning. In second language acquisition, parents, proficient learners, and teachers provide support to develop learners’ Zone of Proximal Development (ZPD). This study investigates the utilization of various sociocultural theory strategies—including scaffolding, mediation, activity theory, and corrective feedback—to develop L2 learners’ ZPD and examines their perceived effectiveness in high school EFL classrooms in Pakistan. A descriptive quantitative research design was employed. The population consisted of high school English teachers from District Bahawalnagar, Punjab Province. Using stratified random sampling, 160 teachers (80 male, 80 female) from urban and rural schools across five tehsils participated. A 5-point Likert scale questionnaire was used as the data collection tool. Findings revealed that teachers highly value sociocultural theory-based strategies. The most effective activities for developing ZPD were questioning (M=4.00), group discussion (M=3.98), corrective feedback (M=3.88), demonstration (M=3.82), and debates (M=3.77). Teachers reported frequent use of scaffolding strategies including breaking down complex tasks (M=3.89), providing clear explanations (M=4.56), and encouraging student interest (M=4.36). The study confirms that sociocultural theory-based strategies—modeling, bridging, schema building, contextualizing, and feedback—significantly enhance language learning experiences, boost language growth, and increase student participation. These findings have important pedagogical implications for EFL instruction at the secondary level.
Keywords: Sociocultural theory, Zone of Proximal Development (ZPD), scaffolding, EFL classrooms, corrective feedback, collaborative learning, Pakistan.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Enhancing EFL Speaking Performance through AI-Powered Conversational Agents: A Mixed-Methods Study at Dong Nai Technology University
Vu Thi Duyen, English Lecturer, Faculty of Foreign Languages, Dong Nai Technology University, Dong Nai Province, Vietnam.
MSI Journal of Education and Social Science | https://zenodo.org/records/19556187 | Page 01 to 20
Abstract
The discourse of modern eco-theology is gaining strength globally as a response to the multidimensional environmental crisis. In certain contexts, eco-theology offers ecological awareness and has the potential to shift the focus of theology from divinity to an anthropocentric ecological stance. This study aims to analyse the paradox of modern eco-theology in Islamic education, particularly when efforts to save the earth risk sacrificing the principle of tawhid as the main foundation of Islamic teachings. Using a qualitative-descriptive approach through a critical literature review of contemporary eco-theology, educational philosophy, and primary Islamic sources (the Qur’an and hadith), this study examines how eco-theological narratives are adopted, reconstructed, and taught in Islamic education.
The results of the study indicate that some modern eco-theological concepts tend to place nature as a semi-sacred entity that has the potential to rival God’s position in students’ theological consciousness. This paradox arises when environmental education no longer departs from the paradigm of khilafah and divine mandate, but rather from secular ecological ethics that are detached from worship orientation. This study emphasises that Islam has a comprehensive ecological framework based on tawhid, adab, and the moral responsibility of humans as servants and caliphs on earth. Therefore, Islamic education needs to formulate an integrative environmental education model, in which ecological concern does not come at the expense of divine values, but rather becomes a manifestation of obedience to Allah. This research is expected to provide a conceptual contribution to the development of Islamic education oriented towards environmental sustainability without losing its theological foundation.
Keywords: Modern Eco-theology; Islamic Education; Tawhid; Ecological Crisis
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Saving the Earth Without Sacrificing God: The Paradox of Modern Ecotheology in Islamic Education
Moh In’ami, Islamic Education, Tarbiyah Faculty, UIN Sunan Kudus, Indonesia.
Zubaidi Wahyono, Islamic Studies Program, Faculty of Education, Science & Islamic Studies UMAM Perlis, Malaysia.
Ahmad Falah, Islamic Education, Tarbiyah Faculty, UIN Sunan Kudus, Indonesia.
Mubiar Agustin, Indonesia University of Education Bandung, Indonesia.
Tri Setyo, Islamic Education, Tarbiyah Faculty, IAI Al-Muhammad Cepu, Indonesia.
MSI Journal of Education and Social Science | https://zenodo.org/records/19658086 | Page 01 to 20
Abstract
The current paper examines the efficiency of AI-assisted conversational agents in enhancing the speaking proficiency of Vietnamese EFL university students. To conduct the research, a mixed methods design was used, including a quasi-experiment along with questionnaire and interview-based qualitative data. In total, 80 participants were randomly divided into experimental and control groups, during the course of eight to ten weeks. The results show that there is a noticeable improvement in the speaking proficiency of the experimental group in terms of fluency, accuracy, and complexity when compared to those in the control group who have received conventional training. Besides, the former group of learners became more motivated, confident, and less anxious about speaking English. Despite the benefits, some issues such as technical difficulties and inaccurate feedback have been mentioned.
Keywords: Artificial Intelligence; EFL Speaking Performance; Conversational Agents; CAF Framework; Student Perceptions; Vietnam
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.