EXPLORING THE IMPACT OF AI CHATBOTS ON ENGLISH-SPEAKING SKILLS IN ENGINEERING EDUCATION: A MIXED-METHODS STUDY

Abstract

This study examines the effectiveness of AI-powered chatbots in developing English-speaking skills among Pre-Intermediate engineering students. The relevance of the research is driven by the need to expand opportunities for oral language practice in technical universities, where traditional instructional approaches often fail to provide sufficient communicative engagement for learners. The study employed a mixed-methods research design and was conducted at Abylkas Saginov Karaganda Technical University. The pedagogical intervention focused on enhancing students’ speaking proficiency through the use of interactive AI chatbots, incorporating role-play conversations, spontaneous speaking practice, and voice-based exercises. The findings revealed a substantial improvement in the performance of the experimental group, including increased speaking fluency, greater grammatical accuracy, and reduced levels of communication anxiety. The analysis of the collected data further demonstrated enhanced linguistic self-confidence, a lower fear of making mistakes, and increased learner autonomy. At the same time, several limitations of AI-based tools were identified, including occasional inaccuracies in interpreting user input and a restricted capacity to sustain in-depth conversations. Overall, the results confirm the pedagogical value of AI chatbots as an effective instrument for fostering oral English-language communication skills within the context of technical higher education.