AI-Assisted Learning in English Writing and Speaking Courses: Its Impact on Students’ Language Performance

Abstract

The rapid advancement of artificial intelligence (AI) has transformed language education by providing learners with intelligent, personalized, and interactive learning support. Although AI-assisted learning has been increasingly integrated into English language instruction, empirical evidence examining its simultaneous impact on students' writing and speaking performance in higher education remains limited. This study aims to investigate the effectiveness of AI-assisted learning in improving English writing and speaking performance among undergraduate students enrolled in English Writing and Speaking courses. Employing a quasi-experimental research design, the study involved undergraduate students from an English Language Education program who participated in AI-supported learning activities over one academic semester. Data were collected through writing and speaking performance tests administered before and after the intervention, supported by a student perception questionnaire. The quantitative data were analyzed using descriptive statistics and paired-sample t-tests to determine the significance of students' performance improvement. The findings indicate that AI-assisted learning significantly enhanced students' writing quality in terms of organization, grammar, vocabulary, and coherence, while also improving speaking fluency, pronunciation, vocabulary use, and communicative confidence. Furthermore, students reported positive perceptions of AI as an accessible learning partner that provided immediate feedback, increased learning autonomy, and encouraged continuous language practice. These findings suggest that integrating AI into English language instruction offers substantial pedagogical benefits by fostering students' language proficiency and self-directed learning. The study contributes to the growing body of research on AI-enhanced language learning and provides practical implications for educators seeking to incorporate AI technologies into writing and speaking instruction in higher education.