Using Grok to improve english speaking fluency in B1 English as a Foreign Language Learners
DOI:
https://doi.org/10.69639/arandu.v12i4.1780Palabras clave:
English-speaking fluency, Grok, B1 learners, communicative language teaching, metacognitive strategiesResumen
Many students of the B1 English level from the “Hispanoamericano” High School of Guayaquil-Ecuador have difficulties speaking in English with fluency due to fear of making pronunciation mistakes and because of lack of practice outside the school. This investigation was carried out with 50 B1 EFL learners, who attended classes on Saturdays. This research was based on an action research design supported with the Communicative Language Teaching approach. Additionally, Grok, an Artificial Intelligence (AI) app was used as the main tool to improve fluency by applying the Analysis- Design -Development -Implementation and Evaluation (ADDIE) Model. Furthermore, data was collected through the use of survey, analysis of chats generated with the voice input of students and the app. Moreover, the results showed students felt more relaxed and motivated when practicing speaking with the app and showed they made fewer pauses, and their answers were longer and more coherent. The survey indicated that the improvement in the trust and motivation average increased from 3.2 to 4.2. Finally, the conclusions and implications showed that the use of this app in a classroom improved fluency, lowered anxiety, and improved metacognitive strategies. Therefore, this research shows that the use of Artificial Intelligence tools like Grok can be integrated in the teaching learning process of schools to improve English oral fluency levels.
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Derechos de autor 2025 Franklin Absalon Mora Preciado, Isabel Batista Medina , Josué Reinaldo Bonilla Tenesaca
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