Integrating an AI chatbot to enhance English language speaking skills: A classroom-based study with Georgian university students

Eliza  Kintsurashvili; Ekaterine Pipia; Malila Prado

doi:10.21153/tesol2026vol35no1art2313

Authors

Eliza Kintsurashvili International Black Sea University
Ekaterine Pipia International Black Sea University https://orcid.org/0000-0003-0507-6162
Malila Prado Beijing Normal-Hong Kong Baptist University

DOI:

https://doi.org/10.21153/tesol2026vol35no1art2313

Keywords:

Artificial Intelligence (AI), AI chatbots , English language teaching (ELT), Pedagogical intervention, Speaking proficiency

Abstract

The recent expansion of Artificial Intelligence (AI) has prompted renewed attention to English language teaching. To explore whether AI tools may assist in enhancing speaking proficiency among university English language students in Georgia, this paper examines a pedagogical intervention that employed an AI chatbot in the classroom. The experiment involved 40 Georgian university students divided into control and experimental groups over a 12-week period. Pre- and post-tests were conducted, complemented by student interviews and instructor observations. Analysis revealed significant improvements in speaking proficiency, including grammatical accuracy, vocabulary development, pronunciation, fluency, and overall confidence. Moreover, the findings indicate that the use of the AI chatbot helped reduce speaking anxiety by providing a low-pressure environment for practice. Students in the experimental group reported increased self-confidence and motivation, attributing their progress to the consistent feedback and interactive learning experience provided by the AI chatbot. These findings suggest that, when used as classroom-based support, AI chatbots may offer valuable opportunities for additional language practice and learning.

Author Biographies

Eliza Kintsurashvili, International Black Sea University

Eliza Kintsurashvili is a certified English language teacher and experienced educator from Georgia with a strong academic background, including multiple degrees and a recently completed PhD. She holds the internationally recognized CELTA certificate and has undertaken extensive professional training, including TEFL/TESOL, Leaders of Learning (Harvard University), Training of Trainers, and courses in e-learning and English language teaching, reflecting her strong commitment to continuous professional development and excellence in education.
Ekaterine Pipia, International Black Sea University

Ekaterine Pipia is a Professor at the International Black Sea University, known for her expertise in educational sciences and her contributions to the fields of teaching methodologies and educational research. She has published extensively on topics such as curriculum development, innovative teaching practices, and intercultural communication in education. Her dedication to mentoring students and supporting emerging researchers has contributed significantly to the enrichment of educational practices in Georgia.
Malila Prado, Beijing Normal-Hong Kong Baptist University

Malila Prado is an Assistant Professor in the Department of Languages and Cultures at Beijing Normal-Hong Kong Baptist University (BNBU), China. She has worked as an English language teacher for 25 years. She holds a PhD from the University of Sao Paulo (Brazil), focusing on corpus-based analyses of aviation communication. Her current research examines pragmatic competence, corpus-based material design, and the pedagogical use of AI to support multilingual learners’ production.