The Effects of AI Oral Tools on Oral Proficiency Among English Teacher Candidates: A Quasi-Experimental Study

Yi Wang

doi:10.6918/

Authors

Yi Wang English Education, Hangzhou Normal University, Hangzhou, Zhejiang 311121, China

DOI:

https://doi.org/10.6918/

Keywords:

AI oral tools; English teacher candidates; Oral proficiency; Quasi-experimental study; Teaching interaction.

Abstract

Research on the Effect of AI-Assisted Speaking Practice on the General Level of English-Speaking Ability for Teacher Trainees: A Quasi-Experimental Study. Over the next 12 weeks, this experiment will compare the learning results of students in traditional classes with those of students who have participated in the combined model of daily AI-assisted exercises. Some kinds of blind assessment and statistics will be used. According to the above data, AI oral tools can improve students’ speaking fluency, phonetics and grammar accuracy, vocabulary and application in actual teaching situations. Problems in the old method of oral teaching, such as limited practice opportunities, slow feedback and an absent professional communication environment, can also be resolved by the tools mentioned above. The results offer some practical suggestions for self-study and practice by English-teaching candidates and can also help to strengthen the curriculum of university oral-English courses.

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