The Use of AI Chatbot in Improving Students' Speaking Skills and Critical Thinking in English Learning

Rio Febriansyah, Maisa Rahman, Utut Kurniati

Abstract


The rapid growth of AI chatbots such as ChatGPT, Gemini, and ELSA Speak has transformed English language learning in higher education, yet empirical evidence regarding their influence on university students' speaking skills and critical thinking remains limited, particularly in the Indonesian EFL context. This study investigated the effects of AI chatbot use on these two competencies among university students. A quantitative survey design was employed using purposive sampling. Data were collected through a validated 30-item Likert-scale questionnaire developed from the TPACK framework, SAMR model, and Bloom's Taxonomy and analyzed using Pearson correlation and multiple regression in SPSS. The findings revealed significant positive correlations between AI chatbot use and students' speaking skills as well as critical thinking. Multiple regression analysis indicated that AI chatbot use significantly predicted both outcomes . These findings suggest that AI chatbots can support students' communicative competence and higher-order thinking when integrated appropriately into English instruction, providing practical implications for lecturers, curriculum developers, and technology-enhanced language learning.


Keywords


AI Chatbot; English Speaking Skills; Critical Thinking; EFL Learners; Quantitative Survey

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References


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DOI: https://doi.org/10.31004/jele.v11i4.3063

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