Experiences and Perceptions of Secondary School Students Regarding the Use of Artificial Intelligence to Strengthen English Oral Communication Skills

Abstract

The use of artificial intelligence has been progressively incorporated into English language learning and teaching, transforming the way students strengthen their language skills. This study explores the learning experiences and perceptions of secondary school students regarding the use of the artificial intelligence tools Gliglish, Copilot, and Character IA to improve their oral expression in English. A qualitative study with an exploratory-descriptive approach was conducted, based on the focus group technique. The participants were eight secondary school students from the municipality of Apartado, Antioquia. The data were analyzed using the thematic analysis technique with ATLAS. Ti software, which facilitated the identification, analysis, and reporting of patterns in the responses. The general perception of high school students regarding the use of AI to improve oral expression is positive. The pedagogical use of artificial intelligence increases communicative confidence and motivation to interact in English. However, students also highlight the need for artificial intelligence tools to connect language, expressions, examples, English level, references, or communicative situations with the cultural reality of those who use or learn the language. High school students perceive the use of artificial intelligence to improve oral expression in English positively. However, they highlight the need for this disruptive technology to connect with their cultural and social environment to facilitate meaningful learning.