EFL Students Perceptions of Using AI Chatbots in Learning Speaking Skills
Muhammad Taufik (a*), Meka Mauzziyah Karim (b)

(a) Universitas Indraprasta PGRI
Jl. Nangka No. 58 C (Jl. TB. Simatupang), Tanjung Barat, Jagakarsa, Jakarta Selatan
(b) Universitas Sebelas Maret
Jalan Ir. Sutami No. 36A, Kentingan, Jebres, Kota Surakarta, Jawa Tengah

Abstract

The increasing integration of artificial intelligence (AI) in education raises important questions about how students perceive and engage with AI tools in language learning. This study aims to explore the perceptions of English as a Foreign Language (EFL) students at SMAS IT Al-Luthfah regarding the use of ChatGPT in practicing speaking skills. This research employed a qualitative descriptive design. Data were collected through open-ended questionnaires, classroom observations, and individual interviews with 25 eleventh-grade students. The findings revealed that most students had positive perceptions of ChatGPT. They reported that its accessibility, privacy, and non-judgmental nature supported their speaking practice. In addition, students experienced increased motivation, confidence, and engagement when interacting with the chatbot, particularly due to its 24/7 availability and supportive feedback environment. However, some students also highlighted limitations, especially regarding the depth and contextual accuracy of the feedback provided. These findings suggest that ChatGPT has strong potential to support speaking fluency and learner autonomy in EFL contexts. When combined with appropriate teacher guidance, AI chatbots can create more personalized and low-anxiety speaking opportunities. Therefore, integrating ChatGPT into classroom practice can be beneficial, while still requiring pedagogical support to maximize its effectiveness.

Keywords: AI chatbots, EFL students, speaking skills, students^ perceptions

Topic: AI for Learning