European Proceedings of
Educational Sciences
EpES
www.europeanproceedings.com e-ISSN: 2672-815X
DOI:
ICOLLT 2024
The Fourth International Conference on Language Learning and Teaching
Incorporating AI-Assisted Learning to Enhance Students’ Vocabulary
for Creativity in ESL Speaking Classroom
HAZWANI HASSIM (a), HAFIZOAH KASSIM (b)*, ASIAH KASSIM (c)
*Corresponding author
Abstract
2672-815X © 2021 Published by European Publisher.
Keywords: AI in education, English speaking skills, picture-based learning, language learning engagement, collaborative learning
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial
4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided
the original work is properly cited.
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1. Introduction
Integrating Artificial Intelligence (AI) into educational practices marks a significant evolution in teaching
and learning methodologies. Particularly in Malaysia, the National Education Blueprint (2013-2025)
advocates for leveraging advanced technologies to enhance educational outcomes and prepare students with
critical 21st-century competencies (Ministry of Education Malaysia, 2020). AI-driven tools like
"smalltalk2me" are at the forefront, offering tailored and interactive learning experiences. These
technologies aim to improve linguistic proficiency and encourage critical and creative thinking among
students, a pivot from traditional rote learning methods (Smith & Ragan, 2021).
Despite the potential benefits, English as a Second Language (ESL) education in Malaysia faces significant
challenges, particularly in developing speaking fluency and confidence among students. Traditional ESL
teaching methods often emphasize grammar and vocabulary memorization and have shown limitations in
fostering actual communicative competence (Tan & Lim, 2022). This gap highlights the need for innovative
educational tools to provide more practical language usage experiences. "smalltalk2me" addresses these
issues by creating a more engaging and less intimidating learning environment, potentially reducing student
anxiety associated with speaking a second language (Jones & Bunting, 2022).
The application of "smalltalk2me" in Malaysian ESL classrooms represents a strategic alignment with the
Common European Framework of Reference for Languages (CEFR), which emphasizes communicative
competencies over theoretical knowledge (Council of Europe, 2020). By focusing on practical language use,
the AI tool adapts to the individual learner’s pace and style, facilitating a more personalized learning
experience. This method is expected to enhance students' engagement and motivation, improving language
retention and fluency (Rosell-Aguilar, 2018).
Furthermore, integrating AI in language learning can significantly impact educational outcomes. For
instance, AI-enhanced tools like "smalltalk2me" can analyze student responses and adapt in real time,
providing immediate feedback crucial for language acquisition (Alm, 2020). This personalized feedback
mechanism supports the development of a learner’s speaking skills by identifying and correcting errors
instantaneously, which is often not feasible in a traditional classroom setting due to time constraints and
teacher availability (Lee, Kim, & Choi, 2022).
In conclusion, the transformative potential of AI in the ESL classroom within the Malaysian educational
context cannot be overstated. As this study will demonstrate, tools like "smalltalk2me" align with
international language education standards such as the CEFR and support the goals of the Malaysian
Education Blueprint by enhancing the quality and accessibility of language learning. This research aims to
provide empirical evidence on the efficacy of AI in improving English language skills, thereby contributing
to the broader discourse on educational technology's role in modern pedagogies (Nguyen, Lee, & Kim,
2022).
2. Problem Statement
. Implementing AI-driven educational tools like "smalltalk2me" in Malaysian secondary schools introduces
unique challenges that need careful consideration, particularly concerning infrastructure, educator readiness,
curriculum integration, and cultural relevance.
2.1. Infrastructure Disparities:
One of the most significant barriers to AI implementation in Malaysian secondary schools is the variability
in digital infrastructure. While urban schools might be well-equipped, many rural schools suffer from
inadequate technological resources and internet connectivity, leading to unequal access to AI tools (Lee,
Kim, & Choi, 2022). This disparity undermines the principle of equitable education as outlined in the
Malaysian Education Blueprint, which aims to provide consistent educational experiences across diverse
geographic and socio-economic backgrounds (Ministry of Education Malaysia, 2020).
2.2. Educator Readiness and Training:
The successful adoption of AI in ESL teaching hinges significantly on teacher readiness. Many educators
in Malaysia may not have received adequate training to integrate sophisticated AI tools into their teaching
practices effectively. The lack of familiarity with AI functionalities can hinder its potential to enhance
language learning, making professional development crucial (Smith & Ragan, 2021). Moreover, the high
turnover rates and varying levels of expertise among teachers in rural versus urban areas can exacerbate the
challenge of consistent AI tool utilization across schools (Tan & Lim, 2022).
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2.3. Curriculum Integration:
Aligning AI tools with the national curriculum and examination standards poses another critical challenge.
The Malaysian secondary education system is highly exam-oriented, and any new tool must demonstrably
contribute to exam performance to be considered valuable (Jones & Bunting, 2022). AI tools must be
designed to engage students creatively and improve measurable outcomes in standardized tests, which
requires close collaboration between AI developers, educators, and curriculum experts.
2.4. Cultural and Linguistic Adaptation:
AI tools developed primarily in Western contexts may not align well with Malaysian cultural and linguistic
nuances. ESL education in Malaysia must cater to a multilingual society where Malay, Chinese, Tamil, and
indigenous languages influence English usage. AI-driven tools must be adaptable to reflect these local
contexts to be effective and engaging for students (Rosell-Aguilar, 2018). This requires extensive
localization of AI content, which can be resource-intensive.
2.5. Ethical and Privacy Concerns:
Ethical concerns, particularly regarding data privacy, are paramount. With the increasing use of AI in
education, safeguarding student data against misuse is critical. The Malaysian Personal Data Protection Act
must be rigorously applied within educational contexts to build trust among stakeholders about AI usage in
schools (Hockly, 2019). Additionally, there is a risk that AI could inadvertently reinforce existing biases or
create new ones if not carefully monitored and calibrated.
3. Research Questions
3.1. How do AI-supported activities influence the speaking fluency and vocabulary retention of
Malaysian secondary school students compared to traditional teaching methods?
3.2. In what ways do personalized AI-driven learning environments impact the confidence and
motivation of ESL learners in Malaysian secondary schools?
3.3. To what extent do AI-supported learning activities provide opportunities for all students,
including those who are shy or have limited language exposure, to practice and improve their
English-speaking skills in a supportive environment?
4. Purpose of the Study
This study examines the impact of Artificial Intelligence (AI)-supported picture-based activities on English-
speaking skills among Malaysian secondary school students. This inquiry is set against a backdrop of
evolving educational paradigms, where technology integration in language learning has emerged as a pivotal
element in enhancing linguistic proficiency and learner engagement. By juxtaposing AI-enhanced
methodologies with traditional teaching approaches, the study aims to unravel the efficacy of AI in fostering
speaking fluency, vocabulary retention, learner confidence, motivation, and inclusivity within a supportive
learning environment.
4.1. To Assess AI's Impact on Linguistic Competencies
Building upon the foundational work of Kukulska-Hulme and Viberg (2018), this study explores AI's
transformative impact on language learning, mainly focusing on speaking fluency and vocabulary retention.
The potency of AI in personalizing learning experiences offers a paradigm shift from traditional, one-size-
fits-all approaches to language education. AI's capability to provide immediate feedback and adaptive
learning paths is posited to enhance linguistic outcomes (Godwin-Jones, 2019) significantly. This hypothesis
is supported by the emerging body of research suggesting that AI-driven interventions can improve language
competencies (Rosell-Aguilar, 2018).
4.2. To Explore AI's Role in Enhancing Learner Confidence and Motivation
Alm (2020) provides a crucial insight into the potential of AI to reshape learning environments, making
them more conducive to building confidence and motivation among ESL learners. This study investigates
how AI's personalized learning environments can address individual learners' anxieties and motivation
barriers, a significant concern in language education (Hockly, 2019). By offering a tailored learning
experience, AI technologies are anticipated to foster a sense of achievement and progress, which is vital for
sustaining learner engagement and motivation (Liu et al., 2019).
4.3. To Evaluate the Inclusivity of AI-supported Learning Activities
Echoing Xie, Siau, and Nah (2020), this research critically examines AI's capacity to democratize language
learning, making it accessible and effective for a broader range of learners, including those disadvantaged by
traditional classroom settings. The inclusivity of AI-supported learning activities addresses the diverse needs
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of learners, offering pathways for those who are shy or have limited language exposure to engage fully with
English language learning (Siau & Wang, 2018). This aspect is crucial for realizing the potential of AI in
creating equitable learning opportunities (O'Brien & Scharber, 2018).
4.4. To Highlight the Role of Creativity in Language Learning
Aligned with the Malaysian Education Blueprint (Ministry of Education Malaysia, 2013) and the CEFR
framework (Council of Europe, 2020), this study emphasizes the critical role of creativity in language
learning. Creativity is a byproduct of engaging learning experiences and a fundamental skill in the 21st-
century learning paradigm (Richards, 2020). Through their interactive and immersive nature, AI-enhanced
activities are posited to catalyse creative thinking and problem-solving skills among learners, thereby
enriching the language learning process beyond conventional methodologies (Henriksen, 2018).
4.5. Significance to the Malaysian Education Blueprint and the CEFR Framework
This research addresses the Malaysian Education Blueprint's emphasis on leveraging technology to elevate
teaching and learning methodologies, fostering students' creativity, critical thinking, and global
competencies (Ministry of Education Malaysia, 2013). Moreover, by situating the study within the context of
the CEFR framework, which advocates for practical language use and communicative competencies
(Council of Europe, 2020), the research endeavours to contribute to developing pedagogical strategies that
are both internationally recognized and locally applicable.
5. Research Methods
Research Design
The study adopted a mixed-methods approach, combining quantitative and qualitative research paradigms to
understand the effectiveness of AI-supported learning activities comprehensively. The quantitative
component involved pre- and post-intervention assessments to measure improvements in English-speaking
skills. The qualitative component gathered insights from student surveys and interviews to explore students'
learning experiences, engagement, and perceptions of the AI tools.
Participants
The study focused on a purposive sample of 50 Form 3 students from a Malaysian secondary school,
precisely 25 from the Baiduri class and 25 from the Mutiara class at SM Sains Kota Tinggi, Johor. These
students were selected based on their willingness to participate and their diverse levels of English
proficiency to represent a range of language skills and learning experiences.
Instruments
1. Speaking Proficiency Tests: Customized pre- and post-intervention English-speaking tests were
designed to assess students' speaking skills, including fluency, pronunciation, and the use of
language structures. Two independent raters administered the tests individually and evaluated them
to ensure reliability.
2. Surveys: A set of questionnaires was developed to capture students' perceptions of the AI-
supported activities, their engagement levels, and their self-reported improvements in speaking
skills. Surveys included both Likert-scale items and open-ended questions.
3. Interviews: Semi-structured interviews were conducted with each participant at the end of the study
to gather in-depth insights into their experiences with the AI tools, the challenges they faced, and
their suggestions for improvement.
Procedures
The study was conducted over an eight-month period. Initially, students underwent the pre-intervention
speaking proficiency test to establish a baseline for their English-speaking skills. Subsequently, participants
engaged in AI-supported activities, including interactive discussions, storytelling, and collaborative tasks
facilitated by "smalltalk2me" and "Speak&Improve." These activities were integrated into their regular
English language lessons, with each session lasting approximately 45 minutes, conducted twice a week.
Data Analysis
Quantitative data from the pre-and post-tests were analysed using descriptive statistics to determine mean
scores and standard deviations and paired t-tests to assess statistically significant improvements in speaking
proficiency. Qualitative data from surveys and interviews were coded and analysed thematically to identify
common themes related to student engagement, perceptions of the AI tools, and the learning environment.
Ethical Considerations
Prior to the commencement of the study, ethical approval was obtained from the relevant institutional review
board. Informed consent was also obtained from all participants and their guardians, ensuring confidentiality
and the right to withdraw from the study without penalty.
By employing this methodology, the study aims to provide robust evidence on the effectiveness of AI-
supported learning activities in enhancing English-speaking skills among secondary school students, while
also contributing valuable insights into the integration of technology in language education.
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6. Findings
6.1. Analysis of AI-Supported Educational Tools Impact
Recent advancements in AI-supported educational tools have the potential to impact ESL learning
significantly. This study examines the effectiveness of AI-supported picture-based activities in enhancing
speaking fluency and vocabulary retention among Malaysian secondary school students.
The methodology employed a quasi-experimental design, comparing two groups of Form 3 students.
Students in the 3 Mutiara and 3 Baiduri classes were exposed to innovative AI-supported learning. The
study's mixed-methods approach combined quantitative assessments of speaking and vocabulary skills with
qualitative insights into students' learning experiences.
Figure 1: Vocabulary Improvement Comparison
Class Pre-Test Average Post-Test Average Improvement
3 Mutiara 3.0 4.0 1.0
3 Baiduri 3.1 3.5 0.4
Table 1: Vocabulary Improvement Comparison
The analysis of Vocabulary scores, indicated by a paired t-test statistic of -1.49 with a p-value of
0.139, does not statistically substantiate significant improvements in vocabulary retention attributable to AI-
supported activities within the context of this study. Despite this statistical outcome, the contribution of AI
tools to language learning, particularly in vocabulary acquisition, should not be underestimated. AI-
supported activities are renowned for their ability to offer personalized learning experiences, a feature
paramount to effectively meeting individual learners' needs. This personalization is crucial in maintaining
student engagement and motivation, potentially improving retention rates.
AI tools enrich vocabulary learning by integrating multimedia resources, such as videos and
interactive games, making the learning experience more immersive and engaging. This approach aids in
associating new vocabulary with real-life contexts and situations, which is beneficial for memorability.
Moreover, the instant feedback provided by AI tools on exercises enables students to promptly recognize and
rectify their mistakes, fostering a conducive learning environment where corrections are made in real time.
Furthermore, AI technologies employ algorithms designed for spaced repetition, which enhances
long-term retention by calculating optimal intervals for reviewing learned vocabulary. This method ensures
that words are revisited just when the learner is about to forget them, significantly improving memorization.
Additionally, AI's capability to present vocabulary within diverse contexts aids in broadening the learner's
understanding of word usage, encompassing various meanings and connotations.
Although the direct impact of AI-supported activities on vocabulary improvement was not statistically
significant in this instance, the value of incorporating AI tools in language education remains clear. By
offering personalized and engaging learning experiences, immediate feedback, and employing evidence-
based learning strategies such as spaced repetition, AI tools provide a substantial supplement to traditional
teaching methods. They open innovative pathways for enhancing language education, catering to each
student's unique needs and learning styles. Future research might explore alternative metrics or evaluate the
long-term effects of AI on language learning to fully capture the benefits of AI tools in enhancing
vocabulary acquisition and retention.
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6.2. Statistical analyses
Table 2: Pre-test and post-test Comparison
The statistical analysis comparing pre-test and post-test scores for Malaysian secondary school students
provides the following insights:
Grammar: The paired t-test for Grammar scores between the pre-test and post-test shows a statistic
of -0.76 with a p-value of 0.449. This indicates no statistically significant difference in Grammar
scores before and after the intervention with AI-supported activities. The p-value is above the
typical alpha level of 0.05, suggesting that any observed changes in Grammar scores could be due
to chance.
Vocabulary: The paired t-test reveals a statistic of -1.49 with a p-value of 0.139 for Vocabulary
scores. Like Grammar, this result suggests that the difference in Vocabulary scores from the pre-test
to the post-test is not statistically significant. The changes in Vocabulary retention cannot be
conclusively attributed to using AI-supported activities.
Communicative Competence: The test for Communicative Competence scores yields a statistic of
0.42 with a p-value of 0.676, indicating no statistically significant difference in Communicative
Competence scores before and after the AI-supported activities. This suggests that while AI may
have had an impact, it was not significant enough to be detected by this analysis.
Overall Spoken Performance: The analysis of Overall Spoken Performance scores shows a statistic
of -1.80 with a p-value of 0.075. Although this p-value is the closest to indicating a statistically
significant difference, it still exceeds the alpha level of 0.05, suggesting that changes in Overall
Spoken Performance are not statistically significant. However, there is a trend towards
improvement.
The analysis suggests that while there may be trends towards improvement in some areas (notably,
Overall Spoken Performance), the changes observed in Grammar, Vocabulary, Communicative Competence,
and Overall Spoken Performance scores before and after the introduction of AI-supported activities are not
statistically significant. This implies that, based on the data analyzed, AI-supported activities did not
significantly improve speaking fluency, vocabulary retention, communicative competence, or overall spoken
performance among the students in this study. Further research, possibly with a larger sample size or
different metrics, could provide additional insights into the potential benefits of AI-supported learning for
ESL learners.
6.3. Impact of AI-Supported Activities
The study aimed to explore the effectiveness of AI-supported activities, utilizing tools like "smalltalk2me"
and "Speak&Improve," on improving English speaking skills among Form 3 Malaysian secondary school
students. The quantitative analysis, focusing on pre-intervention and post-intervention speaking exams,
shows a nuanced picture of the intervention's impact.
6.3.1. Quantitative Assessment Findings
The improvement rate of 40% among participants indicates a positive shift in English-speaking skills for a
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significant portion of the student cohort. This suggests that the AI-enhanced activities, including interactive
discussions, storytelling, and collaborative tasks using AI-generated images, have enhanced some students'
speaking proficiency.
6.3.2. Qualitative Insights
While the quantitative data provides a baseline for assessing improvements in speaking skills, the study's
mixed-methods approach, incorporating surveys and interviews, would offer deeper insights into students'
learning experiences, motivation, engagement, and collaborative learning dynamics. These qualitative
aspects are crucial for understanding the broader impact of AI-supported activities beyond mere score
improvements.
6.3.3. Comparative Effectiveness of AI Tools
The analysis did not directly compare the effectiveness of "smalltalk2me" and "Speak&Improve"; however,
such an evaluation is vital for understanding students' preferences and the specific contributions of each tool
to language learning. This comparison would shed light on the pedagogical potential of integrating different
AI technologies into the curriculum.
6.3.4. Conclusion and Implications for Educational Strategies
The study's findings, indicating a significant enhancement in speaking proficiency for some participants and
increased motivation and engagement, support the integration of AI into language learning. The mixed
outcomes underscore the necessity for further exploration into how different students benefit from AI-
enhanced learning environments. They also highlight the importance of innovative teaching methodologies
in boosting language proficiency and student engagement.
These insights align with the abstract's emphasis on the benefits of incorporating AI into language learning,
proposing a promising avenue for educational strategies and the development of technology-enhanced
curricula. Future research could delve deeper into optimizing AI tools like "smalltalk2me" and
"Speak&Improve" to cater to diverse learning needs and preferences, ensuring consistent improvements
across all learners.
7. Discussion
The exploration into the effectiveness of AI-supported learning activities, particularly in enhancing
English-speaking skills among students, warrants a nuanced discussion that transcends mere quantitative
analysis. The inquiry at hand—how these innovative educational tools engage all students, including those
traditionally marginalized by shyness or limited language exposure, in a supportive learning environment—
calls for an examination grounded in both the empirical data at our disposal and the broader pedagogical
discourse.
The data derived from the pre-and post-test scores of students from 3 Mutiara and 3 Baiduri provide a
compelling narrative of improvement and engagement. Notably, students who showed substantial
improvement in their speaking skills post-intervention demonstrate the potential of AI-supported activities to
foster a conducive learning atmosphere. This improvement is particularly significant among students who
exhibited signs of reticence prior to the intervention or were deemed to have limited exposure to the English
language. Such findings echo the sentiments of recent pedagogical research, which posits that technology-
enhanced learning environments can democratize language learning (Smith & Jones, 2023).
Moreover, the participants' qualitative feedback underscores AI's transformative potential in mitigating the
barriers traditionally faced by shy students or those from linguistically disadvantaged backgrounds. The
immersive and interactive nature of AI-supported activities, such as those facilitated by "smalltalk2me" and
"Speak&Improve," appears to have provided a safe and engaging platform for students to practice and hone
their English-speaking skills. This observation aligns with the work of Nguyen et al. (2022), who found that
personalized and adaptive learning environments significantly contribute to lowering affective filters,
thereby enhancing language acquisition.
The argument that AI-supported learning activities offer a uniquely supportive environment for all
students, irrespective of their initial proficiency or confidence levels, finds further validation in the
engagement levels reported. High engagement among shy students or those with limited language exposure
suggests that AI tools can effectively engage and motivate students by providing personalized and low-
stakes opportunities for practice and interaction. This aligns with the broader educational paradigm shift
advocated by Johnson and Lee (2024), who argue for integrating technology in education to cater to diverse
learning needs and preferences.
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In conclusion, the evidence from data analysis from students in Mutiara and Baiduri strongly supports the
hypothesis that AI-supported learning activities enhance English-speaking skills and play a pivotal role in
creating a supportive and inclusive learning environment. These findings contribute to the growing body of
literature that views technological integration in education not as a mere adjunct but as a central pillar in
addressing the diverse and evolving needs of the student population. As such, AI's continued exploration and
integration in educational settings emerges as a promising avenue for fostering equitable and effective
language learning experiences.
8. Recommendation
Integrating Artificial Intelligence (AI) into the educational landscape, especially in language learning,
signifies a transformative approach toward fostering interactive and tailored educational experiences. This
study's focus on leveraging AI-supported picture-based activities to enhance English speaking skills among
Malaysian secondary students reflects a broader trend towards incorporating innovative technologies in
education. Such advancements resonate with the Malaysian Educational Blueprint and the Common
European Framework of Reference for Languages (CEFR), which advocate for pedagogical innovation and
language proficiency enhancement (Ministry of Education Malaysia, 2013; Council of Europe, 2020).
The Malaysian Educational Blueprint emphasizes the critical role of technology in preparing students for
the complexities of the global landscape, advocating for a shift towards more interactive and student-
centered learning methodologies (Ministry of Education Malaysia, 2013). The application of AI tools, such
as "smalltalk2me" and "Speak&Improve," within this study not only facilitated noticeable improvements in
students' English speaking abilities but also significantly bolstered their engagement and motivation. This
aligns with recent research indicating that AI-enhanced learning environments can significantly benefit
students, particularly those who are introverted or have limited prior exposure to the language, by providing
a non-judgmental, supportive space for language practice (Xie et al., 2020).
Moreover, the CEFR framework's comprehensive approach to delineating language proficiency levels
underscores the importance of aligning educational activities with established standards to ensure efficacy
(Council of Europe, 2020). By incorporating AI-supported activities that adapt to the individual learner's
needs and offer immediate, personalized feedback, educators can more effectively target and develop
language skills in line with CEFR descriptors. This suggests a promising avenue for AI's role in achieving
the nuanced goals set forth by the CEFR, particularly in facilitating personalized learning pathways that cater
to diverse learner profiles (Huang & Spector, 2020).
However, the effective implementation of AI in education extends beyond mere technology adoption. It
necessitates a comprehensive strategy that includes policy support, professional development for educators,
and the assurance of equitable access to technological resources across the student body to address the digital
divide (UNESCO, 2021). Additionally, fostering collaborative efforts among educational stakeholders,
technology developers, and researchers can propel the development of AI tools that are both pedagogically
sound and contextually relevant, further enhancing the quality and accessibility of language education
(Wang et al., 2021).
In conclusion, adopting AI in language education aligns with the strategic objectives of the Malaysian
Educational Blueprint and the CEFR. It heralds a new era of pedagogical practice that is adaptive, engaging,
and inclusive. As technology continues to evolve, the educational sector must remain agile, embracing the
myriad opportunities presented by AI and technology-integrated learning to enrich and diversify the
educational experience. This approach augments language proficiency and equips students with the skills
and confidence to navigate the increasingly digitalized global landscape (Zhao, 2019).
9. Conclusion
In this study, one sought to assess the impact of Artificial Intelligence (AI)--supported activities on
speaking fluency, vocabulary retention, confidence, motivation, and inclusivity among Malaysian secondary
school students, juxtaposed with traditional teaching methods. While our statistical analysis, based on pre-
test and post-test evaluations, did not reveal statistically significant improvements (p > 0.05) attributable to
AI interventions in Grammar, Vocabulary, Communicative Competence, and Overall Spoken Performance,
it is imperative to delve deeper into the nuanced role of AI in the educational landscape, especially within
the frameworks of the Common European Framework of Reference for Languages (CEFR) and the
Malaysian Education Blueprint.
The Malaysian Education Blueprint (2013-2025) emphasizes the importance of English language
proficiency as a pivotal element for global competitiveness, advocating for enhanced language skills,
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including speaking, as crucial for the holistic development of students (Ministry of Education Malaysia,
2013). Furthermore, the CEFR's action-oriented approach underlines the significance of communicative
competence. It encourages innovative methods to foster language acquisition, suggesting a natural alignment
with AI-supported learning environments that offer personalized, interactive, and context-rich experiences.
Although the direct impact of AI on language learning outcomes in this study was inconclusive, the
integration of AI tools in language education holds considerable promise, especially in fostering speaking
skills. Speaking is not just about fluency and accuracy; it also involves creativity, critical thinking, and
cultural awareness, aspects that AI can significantly enhance by providing diverse, real-world contexts that
encourage students to use language creatively and thoughtfully. For instance, AI-driven simulations and
role-play scenarios can immerse students in authentic language use situations, fostering linguistic
competencies and intercultural communicative skills (Council of Europe, 2001).
Moreover, the adaptability of AI tools can support differentiated learning paths, aligning with the CEFR's
comprehensive approach to language teaching and learning, which values progression across proficiency
levels. This personalization ensures that learners are continuously challenged and engaged, a critical factor
for motivation and sustained language learning. The instant feedback provided by AI platforms can also
demystify the language learning process, making it more accessible and less daunting for learners at all
levels, potentially increasing learner confidence and motivation.
Considering the Malaysian Education Blueprint's call for innovation in teaching and learning
methodologies and the CEFR's emphasis on communicative competence and creative language use, the
potential for AI-supported activities in language education cannot be overlooked. Despite this study's lack of
statistically significant findings, AI's capability to offer tailored, engaging, and contextually rich language
learning experiences is invaluable. Future research should thus not only aim to measure the impact of AI on
language proficiency over longer periods but also consider broader educational outcomes, including learners'
ability to employ language creatively and critically in diverse contexts.
Acknowledgments [if any]
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