Evaluating the Effectiveness of ChatGPT Voice for Improving English Speaking Skills in Vocational EFL Classrooms
DOI:
https://doi.org/10.52760/jadila.v6i4.849Keywords:
ChatGPT Voice; artificial intelligence; English speaking skills; vocational high school; EFL learningAbstract
The integration of artificial intelligence (AI) into English language teaching has created new opportunities to enhance students' speaking skills through interactive and personalized learning experiences. However, empirical evidence regarding the effectiveness of ChatGPT Voice in vocational high school settings remains limited. This study aimed to examine the effectiveness of ChatGPT Voice in improving the English speaking skills of tenth-grade students in the Accounting and Finance Program at SMKN 1 Kota Besi, Indonesia. A pre-experimental one-group pretest–posttest design was employed involving 24 students selected through total sampling. Data were collected using speaking performance tests administered before and after three instructional meetings integrating ChatGPT Voice into speaking activities. Students' speaking performances were assessed using Brown's analytical speaking rubric, covering pronunciation, grammar, vocabulary, fluency, and comprehension. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, a paired-samples t-test, and Cohen's d effect size. The findings revealed that the mean speaking score increased from 57.71 in the pre-test to 75.21 in the post-test. The paired-samples t-test indicated a statistically significant improvement (t(23) = 7.840, p < .001), while the effect size analysis demonstrated a large educational effect (d = 1.60). These findings suggest that ChatGPT Voice can serve as an effective supplementary instructional tool for enhancing English speaking skills in vocational EFL classrooms. Future studies are recommended to involve larger samples, longer intervention periods, and experimental designs with comparison groups to further validate these findings.
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