THE IMPACT OF AI-SUPPORTED INSTRUCTION ON YOUNG LEARNERS’ ENGLISH SPEAKING PERFORMANCE: A QUASI-EXPERIMENTAL STUDY

Authors

Ilyasova Sevara Ahmad kizi MA student of Uzbekistan State World Languages University

Keywords:

Artificial intelligence in education, young learners, English speaking skills, AI-assisted language learning, computer-assisted language learning (CALL), pronunciation and fluency development, primary school EFL, gamified learning, oral language development

Abstract

This study examines the impact of AI-supported instruction on young learners’ English speaking performance. Using a quasi-experimental design, 40 primary school learners (aged 7–10) participated in an eight-week intervention comparing AI-assisted speaking activities with traditional classroom instruction. The experimental group used automated pronunciation feedback, conversational AI tools, and gamified speaking tasks, while the control group followed conventional teaching methods. Pre- and post-test assessments measured pronunciation, fluency, vocabulary use, and intelligibility. Results showed significantly greater improvement in the AI group, with large effect sizes, whereas the control group demonstrated only moderate gains. Qualitative observations also indicated increased learner motivation, confidence, and engagement, along with reduced speaking anxiety. The findings suggest that AI tools, when pedagogically integrated, can effectively enhance young learners’ oral language development and support classroom instruction.

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References

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Pinter, A. (2017). Teaching Young Language Learners.

Zou, D., et al. (2023). AI-supported language learning studies.

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Published

2026-02-04

How to Cite

Ilyasova Sevara Ahmad kizi. (2026). THE IMPACT OF AI-SUPPORTED INSTRUCTION ON YOUNG LEARNERS’ ENGLISH SPEAKING PERFORMANCE: A QUASI-EXPERIMENTAL STUDY. International Multidisciplinary Journal for Research & Development, 13(02), 53–58. Retrieved from https://ijmrd.in/index.php/imjrd/article/view/4980