The Effect of Voice-enabled ChatGPT on Speaking Proficiency, Affective and Metacognitive Domains of Korean EFL Learners

AI chatbots have opened new possibilities for interactive and meaningful communication in foreign language learning. However, the effectiveness of AI chatbots in enhancing L2 speaking abilities remains unexplored. Furthermore, unlike existing chatbots, ChatGPT offers personalized instruction, feedback, and interactive conversations, holding high potential for L2 learning. Therefore, this study compared voice-enabled ChatGPT to peer practice for 33 Korean Grade 1 mid-dle school students concerning overall speaking proficiency, sub-skills (vocabulary, grammar, fluency, pronunciation, and task completion), and affective/metacognitive aspects. Participants were randomly assigned to either the experimental group utiliz-ing ChatGPT or the control group with peer interactions. Results revealed that the ChatGPT group significantly outperformed the group that interacted with their peers in L2 speaking proficiency. When it came to sub-skills, the gains were significantly higher in the ChatGPT group’s vocabulary. Moreover, the ChatGPT group showed significantly more improvement in all affective/metacognitive domains, while the control group only showed changes in confidence and motivation. The ChatGPT group showed positive changes in reduced anxiety and willingness to communicate in the classroom, significantly more than those in the peer interaction group. These findings highlight the efficacy of incorporating ChatGPT into L2 speaking class-rooms and bring forward pedagogical implications for L2 acquisition.