AI-Assisted EFL Speaking Development: A Review of Technologies, Pedagogies, and Learner Outcomes

Main Article Content

Huaijin Zhang
Shanghai University of International Business and Economics, Shanghai, China

DOI: https://doi.org/10.70267/iclpce.2026267276

Keywords

artificial intelligence, assisted-language learning, EFL speaking skills, learner outcomes, pedagogical integration

Abstract

This literature review synthesizes relevant studies published from 2020 to 2026 regarding the application of artificial intelligence (AI) in English as a Foreign Language (EFL) oral learning. Its objective is to evaluate the effectiveness of AI as an auxiliary tool for enhancing oral proficiency among EFL learners. This article first reviews the development of second language acquisition theories, clarifies the fundamental mechanisms and key research directions for enhancing learning outcomes, and analyzes the applications and advantages of AI in oral language teaching, thereby providing a theoretical support for conducting a theoretical review of AI-assisted EFL oral learning. Based on second language acquisition theories and AI-assisted tools in language learning, this article arranges relevant literature from three dimensions, that is teachers, learners, and instructional methods, with an emphasis on analyses of AI tools, teacher roles, and learning outcomes. The findings reveal that AI tools effectively reduce speaking anxiety and enhance learners’ willingness to communicate. When embedded into structured pedagogical frameworks, AI also yields consistent improvements in learners’ pronunciation, fluency, and linguistic accuracy. Nevertheless, empirical evidence regarding the long-term development of higher-level communicative competence remains insufficient. This review further identifies the limitations and challenges of existing studies from three perspectives, research content, research methods, and research conditions, including limited contextualized feedback, inadequate accent recognition for non-native speech, and potential learner over-reliance on AI systems. It concludes that AI tools can achieve better instructional outcomes when appropriately integrated with human instruction and systematic pedagogical guidance in EFL speaking education.

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Published
Jul 15, 2026
Conference Proceedings Volume
Vol. 24 (2026): Proceedings of the 2nd International Conference on Linguistics, Psychology and Creative Education (ICLPCE 2026)
Section
Articles
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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Zhang, Huaijin. “AI-Assisted EFL Speaking Development: A Review of Technologies, Pedagogies, and Learner Outcomes”. Exploring Science Academic Conference Series, vol. 24, July 2026, pp. 267-76, https://doi.org/10.70267/iclpce.2026267276.