Fostering EFL Learners’ Speaking Self-assessment as a Learning Autonomy with Generative AI Tools: The Case of 2nd Year Licence Students at the University of Ghardaia

Abstract

The current study investigates the impact of Artificial Intelligence (AI) generative tools on promoting speaking self-assessment and learning autonomy among EFL learners. With AI transforming language learning, this research examines how the ELSA Speak application supports learners in assessing their speaking skills, fostering autonomy, and enhancing proficiency. The study focuses on identifying which speaking components are influenced by ELSA and how AI-supported self-assessment contributes to learner autonomy among 2nd-year Licence EFL students. Using a quasi-experimental design, the research involved a pre-test observation of a traditional speaking class with 40 students, from which 15 were randomly selected as the experimental group. These participants used ELSA to assess their speaking and autonomy over time. A mixed-methods approach was adopted, using a checklist to evaluate performance in pre- and post-tests and conducting interviews to gather learners’ perceptions. Results show that ELSA is effective in improving learners’ speaking self-assessment and autonomy.