Speaker
Description
Drawing on current and original research, this poster examines the opportunities and limitations of using generative artificial intelligence (GenAI) as a speaking partner for L2 learners. The focus is on Japanese EFL learners and the potential role of AI-supported interaction in developing speaking skills. The poster aims to encourage discussion among practitioners and researchers about effective ways to design AI-supported speaking tasks for learners at different CEFR levels, with particular attention to A2–B1 students. The poster will present side-by-side comparisons of the advantages and limitations of using GenAI to support L2 learning, with particular attention to speaking skills. These comparisons will serve as a departure point for discussion, inviting attendees to reflect on current research and classroom practices. GenAI for speaking practice and consider how such tools may be integrated effectively into different EFL learning contexts.
Abstract section 2: Contribution/research questions
This poster therefore draws on recent research on GenAI in language learning, with particular attention to its potential role in supporting L2 speaking practice. Rather than presenting original data, this poster aims to encourage discussion about the use of GenAI to support L2 speaking skills, inviting attendees to share perspectives on its opportunities and limitations based on their research, teaching practice, and experience.
Abstract section 4: Outcomes/results
For example, apps such as ChatGPT can now engage learners in live spoken conversations. While the use of GenAI offers convenient opportunities for speaking practice at any time and place, it may also present limitations. For lower-level learners (e.g., CEFR A2), AI may dominate interactions or be perceived as an inauthentic interlocutor. These topics will be introduced and discussed during the poster session. Participants will gain insights into current applications of GenAI for speaking practice and consider how such tools may be integrated effectively into different EFL learning contexts.
Abstract section 5: References
Allen, T. J., & Mizumoto, A. (2024). ChatGPT over my friends: Japanese English-as-a-foreign-language learners’ preferences for editing and proofreading strategies. RELC Journal, 0(0), 1–18. https://doi.org/10.1177/00336882241262533
Huang, J., & Mizumoto, A. (2024). Examining the effect of generative AI on students’ motivation and writing self-efficacy. Digital Applied Linguistics, 1, 102324. https://doi.org/10.29140/dal.v1.102324
Molnar, J. A. (in press). Supporting Self-Reflection on Speaking and Pronunciation
Through Generative AI in an English Language Classroom. Kinjo Gakuin University Ronshu.
Mompean, J. A. (2024). ChatGPT for L2 pronunciation teaching and learning. ELT Journal, 78(4), 423–434. https://doi.org/10.1093/elt/ccae050
Abstract section 1: Relevance
The use of generative artificial intelligence (GenAI) in L2 classrooms in Japan has expanded rapidly in recent years. Researchers have explored the use of tools such as ChatGPT in EFL contexts to support writing, debate, pronunciation, and speaking tasks (Allen & Mizumoto, 2024; Huang & Mizumoto, 2024; Molnar, in press; Mompean, 2024). While studies highlight the potential of GenAI to provide practice and feedback, there is also evidence that learners may struggle to use these tools effectively (Molnar, 2025). Although the use of GenAI to support writing has received considerable attention, its role in supporting L2 speaking remains relatively underexplored.
Abstract section 3: Content/method
The poster will present side-by-side comparisons of the advantages and limitations of using GenAI to support L2 learning, with particular attention to speaking skills. These comparisons will serve as a departure point for discussion, inviting attendees to reflect on current research and classroom practices.
| Title | AI as a Speaking Partner? Pros and Cons for L2 Speaking |
|---|---|
| Teaching Context | College and university education |