Content area
This quasi-experimental study examined the impact of embedding ChatGPT within the “bridge-in, objective, pre-assessment, participatory learning, post-assessment summary” (BOPPPS) framework to enhance the speaking proficiency of 89 Taiwanese university English-as-a-foreign-language (EFL) learners. Over 18 weeks, the experimental group (n = 44) received structured, theory-aligned instruction with stage-based ChatGPT and BOPPPS integration, while the comparison group (n = 45) engaged in unstructured artificial intelligence (AI)-supported practice. Post-test results show significantly greater gains across all five speaking sub-skills for the experimental group, particularly in interactive communication (p = .004, η2 = .105) and discourse management (p = .037). Thematic analysis indicates that BOPPPS reframed ChatGPT from a static tool into a meta-cognitive dialogue partner. These findings suggest structured AI integration may reduce speaking anxiety and foster more autonomous, confident language use. The study offers a replicable framework for AI-assisted pedagogy, especially in large-scale or online EFL instruction.
Details
Independent Study;
Experiential Learning;
Active Learning;
Language Acquisition;
Educational Theories;
Goal Orientation;
College English;
Instructional Design;
Artificial Intelligence;
Current Events;
Course Content;
Learner Engagement;
English;
Grammar;
Authentic Learning;
Language Usage;
Influence of Technology;
Experimental Groups;
Learning Theories;
Drills (Practice);
Class Size;
English (Second Language);
Blended Learning;
English Learners
Curricula;
Instructional design;
Quasi-experimental methods;
Metacognition;
Chatbots;
Colleges & universities;
Artificial intelligence;
Anxiety;
Human-computer interaction;
Active learning;
Learning;
Participation;
Teaching;
Language usage;
Computer assisted language learning;
Educational theory;
Frame analysis;
Foreign languages;
Interpersonal communication;
Competence;
Independent study;
Digital literacy;
Pedagogy;
Verbal communication;
English language;
Speaking;
Feedback;
Experiential learning;
English proficiency;
Instructional scaffolding;
Language instruction;
English as a second language instruction