Jul 2026· International Journal of Creative and Open Research in Engineering and Management· 0 citations
TL;DR
The study aims to demonstrate that integrating AI-supported learning activities with communicative teaching strategies improves total communication and offers practical recommendations for curriculum developers, teacher educators, and higher education institutions.
Abstract
Developing English communication competence remains a major challenge for higher education students, particularly in contexts where English is learned as a second language. Traditional grammar-oriented instruction often provides limited opportunities for authentic interaction, critical thinking, and spontaneous communication now- a- days. At the same time, advances in artificial intelligence (AI), digital learning environments, and Communicative Language Teaching (CLT) have created new possibilities for improving learners' communication skills. Recent research suggests that AI can enhance personalized feedback, learner engagement, and classroom interaction when integrated thoughtfully into pedagogy.
This study proposes an AI-assisted communicative teaching model for learners. A mixed-methods research design is recommended, combining quantitative assessment of communication gains with qualitative interviews exploring learner and teacher experiences. Data would be analyzed using descriptive statistics, reliability testing, t-tests, ANOVA, and thematic analysis.
The study aims to demonstrate that integrating AI-supported learning activities with communicative teaching strategies improves total communication. The proposed framework contributes to English language pedagogy by combining technological innovation with learner-centered instructional design and offers practical recommendations for curriculum developers, teacher educators, and higher education institutions.
Keywords: English communication competence, Communicative Language Teaching, Artificial Intelligence, Higher Education, English Language Teaching, Digital Pedagogy.
Developing English communication competence has emerged as a fundamental priority in foreign language acquisition, notably at the secondary education level, where students are required to communicate successfully at school and in real-life environments. However, despite ongoing teaching/learning strategies, secondary school learners continue to face challenges in communicating fluently in English and expressing their ideas confidently. Insufficient opportunities for authentic classroom communication may be one cause of these difficulties. The present research explores the significance of classroom oral presentations as a pedagogical approach for building English communication abilities among secondary students. The study aims to understand how systematic oral presentations effectively enhance learners’ ability in communication, critical thinking, pronunciation, vocabulary, and grammatical use. This contribution is grounded in Richards (2006) Communicative Language Teaching (CLT), which prioritizes meaningful and effective communication as the fundamental target of language acquisition, viewing language learning as a process of interaction and engagement. The study employs a qualitative approach, drawing on classroom observations, semi-structured interviews with second-year baccalaureate learners, and evaluation of classroom oral presentations in a Moroccan public secondary school. The findings of this research demonstrated that the participants face multiple challenges hindering the development of their communication skills. It also showed that oral presentation-based education effectively encourages students’ English communication abilities by enhancing their self-confidence, correct pronunciation, critical thinking, and interaction. It showed that students feel motivated and free to use their English effectively during their class oral presentations. This research concludes that implementing regular oral presentation activities into English classes provides authentic opportunities for learners to strengthen their overall English communication skills. The study contributes to existing literature by providing evidence on the significance of implementing regular oral presentations in encouraging students’ English communication skills. It further provides practical instructions for incorporating systematic oral presentations into high school education to generate a more effective educational environment.
Mohamed Tahar Es-Siddiki, Khadija Ouyazi· Journal of English language...· 0 citations
Speaking ability is considered one of the most important parts of learning English as a Second Language (ESL) since it allows learners to communicate well in academic, professional and social circumstances. However, many ESL learners lack the chance to participate in meaningful conversation, which leads to limited vocabulary, pronunciation issues, speaking anxiety, and a lack of speaking fluency. This article analyses the use of technology and the Communicative Language Teaching (CLT) in enhancing ESL speaking abilities. This paper employs qualitative literature review methods to synthesize the research papers on speaking instruction, communicative competency, digital learning resources and student-centered pedagogy in ESL education. The findings indicate that communicative activities including role-plays, group discussions, presentations and collaborative learning considerably increase learners’ speaking confidence and fluency. In addition, technology tools like language learning applications, AI-based pronunciation software, online communication platforms, podcasts, and multimedia materials provide learners with more chances to practice speaking interactively outside of typical classroom settings. The present study further shows that supportive classroom environment and technology supported training are useful in reducing speaking anxiety and boosting communicative competence. The study indicates that the use of current educational technologies and CLT techniques may be a good means to develop the ESL learners’ oral communicative skills and equip them to be a part of an increasingly globalized world.
A. Grigoryan, Lilit Ghazaryan· International Journal of Res...· 0 citations
The present study investigates the effectiveness of the Content and Language Integrated
Learning (CLIL) approach in improving the methodology for developing linguistic and
communicative competence among future English language teachers. Responding to the growing
demand for language educators who possess not only advanced linguistic proficiency but also the
ability to communicate effectively across academic and professional contexts, the study explores the
pedagogical potential of CLIL in teacher education. A mixed-methods quasi-experimental research
design was employed involving 72 undergraduate students enrolled in English language teacher
education programmes. Quantitative data were collected through pre- and post-tests and structured
questionnaires, while qualitative evidence was obtained from classroom observations, semistructured interviews, and students’ reflective journals. The findings revealed that CLIL-based
instruction produced statistically significant improvements in linguistic accuracy, vocabulary
development, communicative fluency, interactional confidence, critical thinking, and
interdisciplinary communication skills compared with conventional language instruction. The
analysis further identified collaborative learning, authentic communicative tasks, reflective practice,
project-based activities, and the integration of digital educational technologies as the principal
factors facilitating competence development. The study argues that CLIL promotes meaningful
language use by integrating subject content with language learning, thereby enhancing both
academic achievement and professional readiness. It concludes that the CLIL approach represents
an effective pedagogical framework for modern English language teacher education and offers
valuable implications for curriculum design, teacher training, and educational innovation in
multilingual learning environments.
Purpose – This literature review explores the integration of Artificial Intelligence (AI)-powered chatbots in English Language Teaching (ELT), focusing on their role in enhancing speaking skills among senior high school EFL students. It examines conversational AI tools such as ChatGPT, Duolingo Max, and AI English tutors, particularly their pedagogical affordances, challenges, and implications for communicative competence development.
Methodology – This review employs a thematic synthesis of recent empirical studies, theoretical models, and best practices related to AI-mediated speaking instruction to identify recurring findings and pedagogical implications.
Findings – Findings reveal that AI chatbots foster learner autonomy, reduce speaking anxiety, and provide personalized, interactive, and immersive language learning environments. They support fluency, accuracy, confidence, and motivation through accessible speaking practice. However, challenges include technological access, data privacy concerns, and teachers’ digital readiness.
Novelty – This study offers a focused synthesis of AI-powered chatbot applications for developing speaking skills among senior high school EFL students by integrating pedagogical benefits with Communicative Language Teaching (CLT), Sociocultural Theory, and Affective Filter perspectives.
Significance – This study highlights how chatbots provide personalized, accessible, and low-anxiety speaking practice while supporting language development and learner autonomy. It also provides practical implications for effective and ethical AI integration in ELT.
Ni Putu Ritra Trees Ari Kartika Hadi Saraswati, Rismayani Rismayani, A. Hananingsih· Journal of Literature Langua...· 0 citations
Qualitative evidence from the Moroccan EFL context reveals that participants generally perceive AI as a complementary pedagogical tool that enhances lesson planning, instructional material development, learner autonomy, creativity, and teaching efficiency rather than replacing teachers.
Jaouhara ELmzandi· International Journal of Lin...· 0 citations
Artificial Intelligence has emerged as a transformative force in English Language Teaching by reshaping classroom pedagogy, assessment practices, and learner engagement. In the contemporary educational environment, AI-based tools such as intelligent tutoring systems, automated writing evaluation platforms, chatbots, speech recognition applications, adaptive learning systems, and generative AI models are increasingly influencing how English is taught and learned. This paper examines the role of Artificial Intelligence in English Language Teaching with special focus on three major areas: pedagogical transformation, assessment innovation, and learner engagement. The study adopts a qualitative and analytical approach based on recent developments in AI-supported language education. It argues that AI can support personalized learning, immediate feedback, learner autonomy, differentiated instruction, and interactive language practice. At the same time, the paper highlights important challenges such as academic integrity, overdependence on technology, unequal digital access, ethical concerns, teacher preparedness, data privacy, and the risk of reducing language learning to automated performance. The paper concludes that AI should not be viewed as a replacement for English teachers, but as a pedagogical partner that can enhance human teaching when used critically, ethically, and contextually.
Dr.M.Leena Chandrika, Dr. V. V. Malinee· Stanzaleaf International Jou...· 0 citations
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