Despite the persistent teacher-fronted pedagogy in low-resource university contexts, EFL learners continue to struggle with autonomy and speaking opportunities. This study therefore investigates the extent to which integrating AI-driven conversational agents can foster autonomous EFL learning among Beninese university students. A mixed-methods quasi-experimental design was adopted with 86 second-year EFL students divided into an experimental group using a ChatGPT-based conversational agent for 12 weeks and a control group receiving traditional instruction. Data were collected through pre/post oral proficiency tests, learner autonomy questionnaires based on Benson (2013), and semi-structured interviews. Quantitative data were analyzed using ANCOVA, while thematic analysis was applied to qualitative data.The experimental group showed statistically significant gains in oral fluency, lexical complexity, and learner autonomy compared to the control group (p < .001, d = 0.87). Qualitatively, learners reported increased motivation, reduced speaking anxiety, and enhanced self-regulation. The AI agent provided 24/7 personalized feedback, thereby compensating for large class sizes and limited teacher contact time. The findings confirm that AI- driven conversation al agents constitute a viable, scalable pedagogical tool for promoting learner autonomy in low-resource EFL contexts.
Assogba Evariste Kottin, Coffi Martinien Zounhin Toboula, Arlette J. Viviane Hounhanou· International Journal of Adv...· 0 citations
Teaching English as a Foreign Language (EFL) in Benin has faced persistent challenges despite the adoption of the Competency-Based Approach (CBA). Teachers often dominate classroom discourse, leaving students passive and demotivated, which hinders the development of communicative competence. This study investigates the comparative effectiveness of the CBA and the Silent Way Method (SWM) in fostering learner autonomy and oral communication. A mixed-methods, triangulated design was employed, involving 20 teachers and 130 learners from two public secondary schools, using questionnaires, semi-structured interviews, and classroom observations. Findings revealed that while teachers value the CBA in principle, its implementation remains ineffective, largely due to insufficient training, large class sizes, and resistance to pedagogical change. Students reported low motivation, limited responsibility in their own learning, and rare opportunities to speak English in class. However, both teachers and learners recognized the potential of the Silent Way to reduce Teacher Talking Time, increase Students' Talking Time, and enhance communicative skills. The study argues for the integration of SWM techniques into CBA classrooms as a practical bridge between the reform's theoretical intentions and its classroom realities, and outlines implications for teacher training, classroom practice, and educational policy in Benin.
Arlette J. Viviane Hounhanou· International Journal of Cur...· 0 citations
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