Comparative Evaluation of Peer-Led and AI Mediated ESL Speaking Skill Development: Insights from Sri Lankan University Learners
P.B.S.L. Pushpakumara, T.A.S. Sudehi and K.S.P Dias
References
Annamalai, N., Eltahir, M. E., Zyoud, S. H., Soundrarajan, D., Zakarneh, B., & Salhi, N. R. A. (2023). Exploring English language learning via chatbot: A case study from a self determination theory perspective. Computers and Education: Artificial Intelligence, 5, 100148. https://doi.org/10.1016/j.caeai.2023.100148
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications. https://doi.org/10.4135/9781529780494
Celik, B., Yildiz, Y., & Kara, S. (2025). Using ChatGPT as a virtual speaking tutor to boost EFL learners’ speaking self-efficacy. Australian Journal of Applied Linguistics, 8(1), 102418. https://doi.org/10.29140/ajal.v8n1.102418
Chamba, Z. N., & Hansson, H. (2024). Survey: English speaking skills among Sri Lankan undergraduate students: A university case study. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/226131/
Chiu, T. K., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications.
Denston, A. (2021). Review of the literature on speaking and listening skills: Report to the Ministry of Education (Aotearoa New Zealand). Massey University. http://hdl.handle.net/10179/17740
Education First. (2025). EF English proficiency index. EF. https://www.ef.com/wwen/epi/
Fikry, M. A., & Zuraida, N. Z. (2025). Assessing the impact of peer interaction on the English speaking proficiency of the 2nd semester students of English Education Study Program at the Faculty of Teacher Training and Education, Sriwijaya University. Journal Sains Student Research, 3(6), 650–662. https://doi.org/10.61722/jssr.v3i6.6779
Gass, S. M., & Mackey, A. (2014). Input, interaction, and output in second language acquisition. In Theories in second language acquisition (2nd ed., pp. 194–220). Routledge. https://doi.org/10.4324/9780203628942-15
Grab, M. Ö. (2025). Integrated AI chatbot practice: A pathway to improved ESL speaking skills. Social Sciences & Humanities Open, 12, 101933. https://doi.org/10.1016/j.ssaho.2025.101933
Karunanayake, K. S. (2022). Sources of second language speaking anxiety: An investigation into the lecturers’ perspective. International Journal of KIU, 3(2), 90–97. https://ij.kiu.ac.lk/article/read/47
Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Pergamon Press.
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126–141.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
Mackey, A., & Gass, S. M. (2014). Second language research: Methodology and design (2nd ed.). Routledge.
Nuñez, A. A. C., Nuñez, M. S. C., Pachay, J. F. Z. P. Z., & Bosquez, A. M. C. B. C. (2025). Using ChatGPT voice to improve speaking skills in English language learners. Ciencia Latina Revista Científica Multidisciplinar, 9(1), 7143–7161. https://doi.org/10.37811/cl_rcm.v9i1.16390
Pratiwi, N., Efendy, A. G., Rini, H. C., & Ahmed, N. A. (2024). Speaking practice using ChatGPT’s voice conversation: A review on potentials and concerns. Journal of Language Intelligence and Culture, 6(1), 59–72. https://doi.org/10.35719/jlic.v6i1.149
Pushpakumara, P. B. S. L. (2024). Peer learning as a catalyst for engagement: A study on diploma in English students in a Sri Lankan university. Journal of Language Studies, 7(2), 135–208. https://doi.org/10.4038/jls.v7i2.23
Salsabil, A. D., Rakhmawati, L. A., & Febtwenesty, N. (2025). From silent learners to confident speakers: The effect of AI voice chat with ChatGPT on EFL speaking skills. Journal of English Education, 3(1), 38–50. https://doi.org/10.61994/jee.v3i1.1137
Santoso, K. H., Al Faruq, M. S., Kurniawati, K., Sabar, Hidayati, S. P., & Aung, Y. M. M. (2025). Leveraging ChatGPT’s advanced voice mode for enhancing oral-aural skills in higher education language learning. iMProvement Journal, 12(2), 115–124. https://journal.unj.ac.id/unj/index.php/improvement/article/view/62614/21930
Shalihah, A. (2025). Enhancing spoken English: Using ChatGPT and AI tools for personalized pronunciation and fluency training. In Revolutionizing academic writing and language learning with AI: An educational perspective (pp. 194–208). Eureka Media Aksara. https://www.researchgate.net/publication/392030462_REVOLUTIONIZING_ACADEMIC_WRITING_AND_LANGUAGE_LEARNING_WITH_AI_an_Educational_Perspective
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125–144). Oxford University Press.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University Press.
Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–484). Routledge.
General Information
Executive Editor:Prof. Donald L. Horowitz Dr. RASP Ranabahu Dr. PKM Dissanayake
Dr. KH Ramanayaka
Dr. A Kariyawasam
-
Vol 11. Issue 3 [Click]
-
Vol 12. Issue 1 [Click]
- Read more>>
