Author(s)

Xiaojing Huang ¹, Anqi Dou ¹, Cheng Huang ¹

Affiliation(s)

¹ Hainan Vocational University of Science and Technology, Haikou, 570311, China

Corresponding Author

Xiaojing Huang

ABSTRACT

This qualitative study examines College English (CE) teachers' experiences and perceptions regarding the integration of generative artificial intelligence (AI) into vocational English-speaking instruction. The research focuses on how teachers use AI tools to create virtual dialogue scenarios and provide real-time feedback on students' pronunciation, while analyzing the influence of these tools on teaching practices and classroom dynamics. Data were collected through semi-structured interviews and focus group discussions with 15 teachers who have experience in AI-assisted teaching. A thematic analysis revealed significant insights into the pedagogical advantages and challenges associated with AI integration. The findings highlight AI's potential to enhance students' speaking skills while also addressing the practical difficulties teachers face in adopting AI. This study provides practical implications for educators seeking to incorporate AI tools in language teaching contexts.

KEYWORDS

Teacher Perceptions, College English, Speaking Instruction, AI-assisted Language Learning, Pedagogical Impact

CITE THIS PAPER

Xiaojing Huang, Anqi Dou, Cheng Huang, Innovating College English Speaking Instruction through Generative AI: Insights into Pronunciation and Confidence Building. Curriculum and Teaching Methodology (2024) Vol. 7: 45-50. DOI: http://dx.doi.org/10.23977/curtm.2024.070807.

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Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education