A Systematic Review of Generative Artificial Intelligence-based Tools to Improve Oral Skills in English as a Foreign Language
Submitted: 05/13/2025
|Accepted: 10/12/2025
|Published: 12/26/2025
Copyright (c) 2025 Lola López Molines
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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Keywords:
Generative Artificial Intelligence, communicative competence, English as a Foreign Language, oral skills
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Abstract:
The emergence of artificial intelligence (AI) and chatbots has completely revolutionised language teaching practices. The power AI holds in EFL language instruction is evident: supporting students through material creation, providing continuous feedback, and facilitating tailored learning pathways, offering greater autonomy, creativity, and confidence. Through scaffolding, student-centred strategies, and inquiry-based approaches, AI facilitates and ensures an inclusive, adapted educational experience for all students, regardless of their levels, needs, or interests (Dennis, 2024; Lee et al., 2024; Mai & Carson-Berndsen, 2024; Sayed et al., 2024).
Chatbots play a vital and multifaceted role in the development of EFL oral skills, enabling tailored and targeted instruction in pronunciation, vocabulary, grammar, and other communicative aspects essential for successfully navigating real-life communicative situations (Fathi et al., 2024; Tai & Chen; 2024). They provide instant feedback, continuous accessibility and personalised learning strategies, contributing not only to enhanced language accuracy but also to fostering learners' confidence, motivation, and autonomy in communicative situations, helping students address and overcome specific linguistic challenges (Zou et al., 2024). Nonetheless, despite their potential, AI tools also present various challenges and complexities that must be considered to ensure their effective use, such as a lack of context, coherence, or meaningful interaction (Shikun et al., 2024). Thus, this paper presents a systematic review of 14 relevant studies from the Web of Science (WOS) and Scopus databases, focusing on AI and EFL oral skills. It examines the impact of AI chatbots on the oral skill acquisition process, identifying key areas for further exploration. Consequently, the following study aims to contribute to current research in the field by exploring the multiple possibilities of these advanced tools, enhancing ELT practices and providing learners with a more holistic and higher-quality education.
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