ADVANCING EFL SPEAKING ASSESSMENT: A SYSTEMATIC REVIEW OF METHODS, CHALLENGES, AND INNOVATIONS
DOI:
https://doi.org/10.35631/IJMOE.831082Keywords:
Artificial Intelligence, English as A Foreign Language (EFL), Speaking Assessment, Speaking PracticeAbstract
Despite the vast use of artificial intelligence (AI) in the teaching and learning of English as a Foreign Language (EFL), specific focus on the use, outcomes, and challenges of EFL speaking assessment and practices remain limited. This study addresses the gap by synthesising systematically empirical evidence on the AI-supported EFL speaking assessment and practice. Following the PRISMA 2020 statement, 13 peer-reviewed articles were identified and analysed thematically. The analysis revealed five main themes explaining the the AI-supported EFL speaking assessment and practice, namely AI chatbot-mediated speaking practice, automated speech scoring and analytics, affective factors in AI-mediated speaking, hybrid and collaborative approaches to AI-supported speaking, and feedback and metacognitive development. Based on the analysis, AI-supported speaking environments were found to provide opportunities for repeated speaking practice and may alleviate speaking anxiety for some learners. AI-supported assessment and feedback also provided information about learners’ speaking performance and supported monitoring of their progress, particularly through automated speech scoring and AI-generated feedback. The findings further revealed that digital literacy, task design, teacher involvement, and learner engagement are important considerations in AI-supported speaking activities. The study concludes that AI-mediated approaches to EFL speaking assessment and practice should be guided by appropriate pedagogical design and teacher involvement rather than used as a replacement for teachers or human interaction. Future research should explore how AI-mediated speaking assessment and practice work across different EFL contexts and learner groups, particularly whether gains from AI-supported activities extend to communication with human interlocutors.
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