POSTMETHOD PRINCIPLES IN ACTION: DIGITAL TECHNIQUES FOR DEVELOPING LEARNERS’ SPEAKING COMPETENCE
Abstract
This study investigates the incorporation of AI-driven speaking tutors within a postmethod framework to improve the speaking proficiency of high school EFL students. The eight-week intervention included AI conversation partners, real-time feedback on pronunciation, and role-plays based on real-life situations. The experimental group showed significant improvements in fluency, pronunciation, and overall speaking ability compared to the control group. Additionally, students indicated diminished speaking anxiety and heightened engagement. The results show how important it is to make sure that AI tools follow postmethod principles—specificity, practicality, and possibility—in order to teach language effectively. This study shows how AI can help students improve their speaking skills while also encouraging independence and lowering their anxiety.
Keywords
AI-powered tutors, speaking competence, postmethod pedagogy, EFL learners, speaking anxiety, fluency, pronunciation, digital feedback, learner autonomy, technology-enhanced language learning.How to Cite
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