ISSN: 2226-6348
Open access
The rapid advancement of Artificial Intelligence (AI) has introduced innovative solutions to enhance language acquisition, particularly for English as a Second Language (ESL) primary students. This study investigates the effectiveness of AI-driven interactive platforms in improving listening and speaking skills, addressing challenges such as limited exposure to authentic language, pronunciation difficulties, and low confidence in oral communication. AI tools like Microsoft’s Immersive Reader, Google’s Speech Recognition API, and chatbots provide immersive, personalized, and risk-free environments for students to practice language skills. Using a quasi-experimental design, two groups of primary ESL learners were assessed one utilizing AI tools and the other following traditional teaching methods. Results revealed a 25% improvement in speaking fluency and a 30% increase in listening comprehension among the AI tool group. These findings underscore the transformative role of AI in fostering fluency and comprehension, suggesting that AI platforms are vital for modern ESL education. The study advocates for integrating AI technologies into language curricula to create dynamic, engaging, and effective learning experiences for young ESL learners.
Ahamed, S. K., & Lakshmi, K. D. (2023). From accents to accuracy: A literature review on utilizing digital tools for perfecting pronunciation. Journal of Research Administration, 5(2), 5506-5517.
Alanazi, S. A. (2023). A systematic review of the Blackboard in teaching the speaking skill during the Corona pandemic COVID-19. Migration Letters, 20(S3), 773-797.
Algahtani, A. (2024). A comparative study of AI-based educational tools: Evaluating user interface experience and educational impact. Journal of Theoretical and Applied Information Technology, 102(5).
Anis, M. (2023). Leveraging artificial intelligence for inclusive English language teaching: Strategies and implications for learner diversity. Journal of Multidisciplinary Educational Research, 12(6).
Brace, I. (2008). Questionnaire design: How to plan, structure and write survey material for effective market research. United Kingdom: Kogan Page.
Brinkman, D., & Grudin, J. (2023). Learning from a generative AI predecessor: The many motivations for interacting with conversational agents. arXiv preprint arXiv:2401.02978.
Chang, D. H., Lin, M. P. C., Hajian, S., & Wang, Q. Q. (2023). Educational design principles of using AI chatbot that supports self-regulated learning in education: Goal setting, feedback, and personalization. Sustainability, 15(17), 12921.
Chen, X., Liu, Y., & Zhang, H. (2023). Enhancing speaking proficiency through AI-driven platforms. Journal of Educational Technology Research, 12(3), 145-162.
Clark-Kazak, C. (2017). Ethical considerations: Research with people in situations of forced migration. Refuge, 33(2), 11–17.
Dogan, M. E., Goru Dogan, T., & Bozkurt, A. (2023). The use of artificial intelligence (AI) in online learning and distance education processes: A systematic review of empirical studies. Applied Sciences, 13(5), 3056.
Dörnyei, Z. (2020). Motivation and language learning: Theory and practice. Cambridge University Press.
Edmonds, W. A., & Kennedy, T. D. (2016). An applied guide to research designs: Quantitative, qualitative, and mixed methods. United States: SAGE Publications.
Ellis, R., & Shintani, N. (2019). Exploring language pedagogy through second language acquisition research. Routledge.
Emmel, N. (2013). Sampling and choosing cases in qualitative research: A realist approach. United Kingdom: SAGE Publications.
García, M., & Villanueva, R. (2020). The role of virtual agents in ESL listening and speaking development. Language Learning in the Digital Era, 8(2), 98-115.
Govea, J., Ocampo Edye, E., Revelo-Tapia, S., & Villegas-Ch, W. (2023). Optimization and scalability of educational platforms: Integration of artificial intelligence and cloud computing. Computers, 12(11), 223.
Guerrero, N. (2023). The reality of teaching English virtually: ESL teachers' perspectives and experiences during the COVID-19 national pandemic (Doctoral dissertation, Louisiana State University and Agricultural & Mechanical College).
Hockly, N. (2022). Blended learning in language education: Current trends and practices. Routledge.
Howell, K. E. (2012). An introduction to the philosophy of methodology. United Kingdom: SAGE Publications.
Hussein Ali, A., & Rudenko, A. (2023). Online game-based learning platforms and vocabulary acquisition for ESL learners in upper secondary school.
Kaswan, K. S., Dhatterwal, J. S., & Ojha, R. P. (2024). AI in personalized learning. In Advances in technological innovations in higher education (pp. 103-117).
Lee, J., & Hwang, Y. (2022). Gamification in online language learning: Effects on engagement and achievement. Educational Innovations, 5(4), 327-340.
Mallik, S., & Gangopadhyay, A. (2023). Proactive and reactive engagement of artificial intelligence methods for education: A review. Frontiers in Artificial Intelligence, 6, 1151391.
Marquis, Y., Oladoyinbo, T. O., Olabanji, S. O., Olaniyi, O. O., & Ajayi, S. A. (2024). Proliferation of AI tools: A multifaceted evaluation of user perceptions and emerging trends. Asian Journal of Advanced Research and Reports, 18(1), 30-55.
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Moybeka, A. M., Syariatin, N., Tatipang, D. P., Mushthoza, D. A., Dewi, N. P. J. L., & Tineh, S. (2023). Artificial intelligence and English classroom: The implications of AI toward EFL students’ motivation. Edumaspul: Jurnal Pendidikan, 7(2), 2444-2454.
Mpu, Y. (2023). Bridging the knowledge gap on special needs learner support: The use of artificial intelligence (AI) to combat digital divide post-COVID-19 pandemic and beyond–A comprehensive literature review.
Mustajoki, H., & Mustajoki, A. (2017). A new approach to research ethics: Using guided dialogue to strengthen research communities. United Kingdom: Taylor & Francis.
Negrila, A. M. C. (2023). The new revolution in language learning: The power of artificial intelligence and education 4.0. Bulletin of Carol I National Defence University (EN), 12(2), 16-27.
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Y., & Chen, L. (2021). Role-playing and peer interaction in virtual language learning environments. Journal of Second Language Education, 14(1), 56-72.
Zhao, Y., & Hu, W. (2022). AI and ESL learning: Bridging the gap between technology and pedagogy. Computers in Language Education, 10(1), 23-39.
Zhao, Y., & Li, X. (2023). The future of AI integration in ESL classrooms. International Journal of Applied Linguistics and Technology, 11(2), 187-202.
Vincent, J., Yunus, M. M., & Said, N. E. M. (2025). Using AI Platforms to Improve Listening and Speaking Skills in ESL Primary Students. International Journal of Academic Research in Progressive Education and Development, 14(1), 1829–1843.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode