Abstract
This research investigates the role of artificial intelligence (AI) chatbots in improving informal speaking proficiency and social pragmatic abilities in upper-intermediate male EFL learners located in Tashkent, Uzbekistan. A quasi-experimental design was utilized, involving 50 learners aged 18–24 from an English Language Institute. These participants were randomly assigned to either an experimental group (EG), which interacted with a ChatGPT-based AI chatbot, or a Control Group (CG), which engaged in teacher-led speaking practice. Pre- and post-tests, which included a speaking proficiency rubric and a social pragmatics assessment, evaluated changes in fluency, accuracy, lexical complexity, and pragmatic competence (such as turn-taking and politeness strategies). Quantitative data were analyzed using paired and independent t-tests, whereas qualitative survey responses regarding learner attitudes were explored through thematic analysis. Results indicated notable enhancements in both groups, with the EG showing more substantial progress (mean improvement = 6.39 vs. 1.59 points for speaking proficiency; 0.9 vs. 0.3 for social pragmatics; p < 0.05). Participants indicated a boost in confidence, heightened engagement, and a decrease in anxiety when interacting with chatbots. These findings highlight the potential of AI chatbots to enhance traditional instruction by offering flexible, low-anxiety practice environments. They provide valuable insights for teachers, curriculum designers, and material developers on how to incorporate AI tools to improve EFL communicative competence.
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