Vol. 12/ Núm. 4 2025 pág. 1767
https://doi.org/10.69639/arandu.v12i4.1780
Using Grok to improve English speaking fluency in B1
English as a Foreign Language (EFL) Learners
El Uso de Grok para mejorar la fluidez en inglés en estudiantes de inglés como lengua
extranjera (EFL) de nivel B1
Franklin Absalon Mora Preciado
franklinmora942@gmail.com
famorap@ube.edu.ec
https://orcid.org/0009-0008-6988-2845
Universidad Bolivariana del Ecuador
Durán-Ecuador
Isabel Batista Medina
isabelbm1956@gmail.com
https://orcid.org/0000-0002-1701-4957
Universidad de Oriente.Cuba
Josué Reinaldo Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Durán-Ecuador
Artículo recibido: 10octubre 2025 -Aceptado para publicación: 18 noviembre2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
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
Vol. 12/ Núm. 4 2025 pág. 1768
like Grok can be integrated in the teaching learning process of schools to improve English oral
fluency levels.
Keywords: English-speaking fluency, Grok, B1 learners, communicative language
teaching, metacognitive strategies
RESUMEN
Muchos estudiantes del nivel B1 de inglés del Colegio “Hispanoamericano “de Guayaquil-
Ecuador tienen dificultades hablando en inglés con fluidez debido al miedo de cometer errores de
pronunciación y por la falta de práctica fuera de la escuela. Esta investigación fue llevada a cabo
con 50 aprendices B1 de inglés como lengua extranjera que asisten a clases los sábados. La cual,
está basada en un diseño de investigación-acción apoyado con el enfoque de Enseñanza
Comunicativa de Lenguas. Además, Grok, una aplicación de Inteligencia Artificial (IA) fue usada
como la herramienta principal para mejorar la fluidez aplicando el Modelo de Análisis, Diseño,
Desarrollo, Implementación y Evaluación. Asimismo, los datos fueron recolectados a través del
uso de encuesta, análisis de chats generados con la entrada de voz de estudiantes y de la
aplicación. Igualmente, los resultados mostraron que los estudiantes se sintieron más cómodos y
motivados cuando practicaban hablar con la aplicación, hicieron menos pausas con la
herramienta, y sus respuestas fueron más largas y más coherentes. La encuesta indicó que la
mejora en la media de confianza y motivación aumentó de 3.2 a 4.2. Finalmente, las conclusiones
e implicaciones revelaron que el uso de la aplicación en un aula mejoró la fluidez, redujo la
ansiedad, y optimizó el uso de estrategias metacognitivas. Por lo tanto, esta investigación refleja
que el uso de herramientas de Inteligencia Artificial como Grok puede ser integrado al proceso
de enseñanza aprendizaje de las escuelas para mejorar los niveles de fluidez oral en inglés.
Palabras clave: fluidez oral en inglés, Grok, estudiantes B1, enseñanza comunicativa de
lenguas, estrategias metacognitivas
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
like Grok can be integrated in the teaching learning process of schools to improve English oral
fluency levels.
Keywords: English-speaking fluency, Grok, B1 learners, communicative language
teaching, metacognitive strategies
RESUMEN
Muchos estudiantes del nivel B1 de inglés del Colegio “Hispanoamericano “de Guayaquil-
Ecuador tienen dificultades hablando en inglés con fluidez debido al miedo de cometer errores de
pronunciación y por la falta de práctica fuera de la escuela. Esta investigación fue llevada a cabo
con 50 aprendices B1 de inglés como lengua extranjera que asisten a clases los sábados. La cual,
está basada en un diseño de investigación-acción apoyado con el enfoque de Enseñanza
Comunicativa de Lenguas. Además, Grok, una aplicación de Inteligencia Artificial (IA) fue usada
como la herramienta principal para mejorar la fluidez aplicando el Modelo de Análisis, Diseño,
Desarrollo, Implementación y Evaluación. Asimismo, los datos fueron recolectados a través del
uso de encuesta, análisis de chats generados con la entrada de voz de estudiantes y de la
aplicación. Igualmente, los resultados mostraron que los estudiantes se sintieron más cómodos y
motivados cuando practicaban hablar con la aplicación, hicieron menos pausas con la
herramienta, y sus respuestas fueron más largas y más coherentes. La encuesta indicó que la
mejora en la media de confianza y motivación aumentó de 3.2 a 4.2. Finalmente, las conclusiones
e implicaciones revelaron que el uso de la aplicación en un aula mejoró la fluidez, redujo la
ansiedad, y optimizó el uso de estrategias metacognitivas. Por lo tanto, esta investigación refleja
que el uso de herramientas de Inteligencia Artificial como Grok puede ser integrado al proceso
de enseñanza aprendizaje de las escuelas para mejorar los niveles de fluidez oral en inglés.
Palabras clave: fluidez oral en inglés, Grok, estudiantes B1, enseñanza comunicativa de
lenguas, estrategias metacognitivas
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 1769
INTRODUCTION
Fluent oral English is not just a skill; it is a ticket to the world. Yet countless EFL learners
have difficulties when trying to speak confidently. Reaching a B1 level is the bridge between
hesitation and global opportunity. Also, fluent English speaking opens global doors, but many
EFL learners have a difficult time speaking fluently. If people wish to succeed in many areas in
the world, they would need to be proficient, at least, in the B1 English-speaking level.
Examples of renowned authors are Krashen and Nation who have written about this matter.
Krashen (1982), pointed out the importance of comprehensible input in language acquisition and
stated that pronunciation and fluency come when learners practice meaningful tasks, instead of
only being corrected. Also, Nation (2001) stressed the importance of vocabulary in fluency,
signaling out that pronunciation and proficiency in speaking are made stronger with a large
number of known words.
Research on specific AI apps, like Grok, is still limited. Liu et al. (2025) explained that AI
tools, like ChatGPT, can help students learn English because they give feedback that helps them
improve speaking, writing, and thinking skills. Wangsa et al. (2024) indicated that even though
Grok is a relatively new AI tool, it is notable for its real-time interaction, and its features promise
to help improve English fluency, such features resemble a real person with sarcasm and an
excellent sense of humor, making the learning process very enjoyable. Thus, Grok seems to be a
promising AI tool for helping EFL learners improve their English-speaking fluency.
It was observed a problem in students of third-year BGU of the “Hispanoamericano” High
School of Guayaquil, Ecuador. The problem was that most of them could do all the macro skills
in the B1 English level, but they could not speak, and the reasons why they could not interact
orally were similar because they were nervous, insecure and felt embarrassed about
mispronouncing words in front of their classmates and teachers. These problems made learners
perform in English less proficiently in class and lose confidence in their speaking ability.
As Vygotsky (1934/1986) stated that speaking is what puts together thoughts and real
communication, that without a dialogue, cognition stays in the brain and does not come out. Also,
Dennis (2024) showed how AI conversational tools could give learners personal feedback to
improve English fluency. Likewise, Shikun et al. (2024) explained that AI chatbots help students
practice English speaking in a friendly manner, making learning more enjoyable without feeling
nervous or judged. In this study, the independent variable was the use of Grok and the dependent
variable was speaking fluency.
Thus, the main objective of this study is to demonstrate how this app, which is an AI-
powered tool, can help with its real-time conversational modes and abilities to improve English-
speaking fluency among third-year BGU B1 English level learners. This research aims to give a
possible solution to the mentioned problem above by providing a safe, interactive environment.
INTRODUCTION
Fluent oral English is not just a skill; it is a ticket to the world. Yet countless EFL learners
have difficulties when trying to speak confidently. Reaching a B1 level is the bridge between
hesitation and global opportunity. Also, fluent English speaking opens global doors, but many
EFL learners have a difficult time speaking fluently. If people wish to succeed in many areas in
the world, they would need to be proficient, at least, in the B1 English-speaking level.
Examples of renowned authors are Krashen and Nation who have written about this matter.
Krashen (1982), pointed out the importance of comprehensible input in language acquisition and
stated that pronunciation and fluency come when learners practice meaningful tasks, instead of
only being corrected. Also, Nation (2001) stressed the importance of vocabulary in fluency,
signaling out that pronunciation and proficiency in speaking are made stronger with a large
number of known words.
Research on specific AI apps, like Grok, is still limited. Liu et al. (2025) explained that AI
tools, like ChatGPT, can help students learn English because they give feedback that helps them
improve speaking, writing, and thinking skills. Wangsa et al. (2024) indicated that even though
Grok is a relatively new AI tool, it is notable for its real-time interaction, and its features promise
to help improve English fluency, such features resemble a real person with sarcasm and an
excellent sense of humor, making the learning process very enjoyable. Thus, Grok seems to be a
promising AI tool for helping EFL learners improve their English-speaking fluency.
It was observed a problem in students of third-year BGU of the “Hispanoamericano” High
School of Guayaquil, Ecuador. The problem was that most of them could do all the macro skills
in the B1 English level, but they could not speak, and the reasons why they could not interact
orally were similar because they were nervous, insecure and felt embarrassed about
mispronouncing words in front of their classmates and teachers. These problems made learners
perform in English less proficiently in class and lose confidence in their speaking ability.
As Vygotsky (1934/1986) stated that speaking is what puts together thoughts and real
communication, that without a dialogue, cognition stays in the brain and does not come out. Also,
Dennis (2024) showed how AI conversational tools could give learners personal feedback to
improve English fluency. Likewise, Shikun et al. (2024) explained that AI chatbots help students
practice English speaking in a friendly manner, making learning more enjoyable without feeling
nervous or judged. In this study, the independent variable was the use of Grok and the dependent
variable was speaking fluency.
Thus, the main objective of this study is to demonstrate how this app, which is an AI-
powered tool, can help with its real-time conversational modes and abilities to improve English-
speaking fluency among third-year BGU B1 English level learners. This research aims to give a
possible solution to the mentioned problem above by providing a safe, interactive environment.
Vol. 12/ Núm. 4 2025 pág. 1770
Consequently, to evaluate if Grok app can address this issue, the study used a mixed-
methods approach: a five-question Likert-scale, pre/post-tests to 50 third-year BGU students, who
were selected intentionally. Surprisingly, they were officially B1 on paper, but mute in oral
practice. The interventions consisted of six weekly interventions, each 25 minutes: two 10-minute
Grok voice sessions with a five-minute break in between, applying Communicative Language
Teaching (CLT), role-plays, and metacognitive self-checks to reflect on progress. Sessions were
scheduled weekly to prevent cognitive overload.
In summary, this study looks for a possible solution to a problem of many B1-level EFL
students: that is, those who can read, write, and listen in English, but they cannot communicate
orally, due to nervousness about being embarrassed for making pronunciation mistakes in front
of their peers and teachers. Thus, Grok, as an AI-power tool that can give real-time conversational
practice, has the benefits that this app talks like a real person. In turn, learners do not feel nervous
about making mistakes because they know that the app is not a person, who may criticize them if
they distort words, hence, creating a safe and confident environment to improve English-speaking
fluency.
On this respect, Mingyan et al. (2025) explained that AI mobile apps help students practice
English-speaking skills since they give instant feedback and personalized guidance. Likewise,
Quvanch et al. (2024) explained that anxiety makes many students panicky and lose
concentration. Finally, the novelty of this study is about Grok app, specifically, a relatively new
AI-powered application with interactive voice modes that resembles human conversations. Yet,
this study was done only in one group of 50 B1 learners in a specific school, therefore, more
research is needed to see the real impact of this app in different English-speaking levels and
places.
Study Rationale
This study was inspired by Grok, a tool created by xAI, Elon Musk’s company in 2023
which happens to give an interactive and enjoyable way to practice oral skills. As Mohammed et
al. (2025) explained that new AI tools such as ChatGPT, DeepSeek, and Grok make learning
English more creative and interesting, they also said that Grok is becoming a main player because
it gives real-time, engaging support for students’ communication practice.
Thus, many students in Guayaquil do not speak English well, possibly because they might
be shy or may not practice enough outside classes. Similarly, they do not rehearse beyond the
school classes, perhaps because they may not have the financial means to pay for private English
classes. According to INEC (2023) About 62.2% of households have internet, and “72.7% of
people aged 5+ used the internet in the last 12 months. So, Grok app is free, works on phones,
and no fast internet is needed, so this app was a good choice for these students because it is a
promising new AI tool with potential to help acquire the B1 English-speaking level.
Consequently, to evaluate if Grok app can address this issue, the study used a mixed-
methods approach: a five-question Likert-scale, pre/post-tests to 50 third-year BGU students, who
were selected intentionally. Surprisingly, they were officially B1 on paper, but mute in oral
practice. The interventions consisted of six weekly interventions, each 25 minutes: two 10-minute
Grok voice sessions with a five-minute break in between, applying Communicative Language
Teaching (CLT), role-plays, and metacognitive self-checks to reflect on progress. Sessions were
scheduled weekly to prevent cognitive overload.
In summary, this study looks for a possible solution to a problem of many B1-level EFL
students: that is, those who can read, write, and listen in English, but they cannot communicate
orally, due to nervousness about being embarrassed for making pronunciation mistakes in front
of their peers and teachers. Thus, Grok, as an AI-power tool that can give real-time conversational
practice, has the benefits that this app talks like a real person. In turn, learners do not feel nervous
about making mistakes because they know that the app is not a person, who may criticize them if
they distort words, hence, creating a safe and confident environment to improve English-speaking
fluency.
On this respect, Mingyan et al. (2025) explained that AI mobile apps help students practice
English-speaking skills since they give instant feedback and personalized guidance. Likewise,
Quvanch et al. (2024) explained that anxiety makes many students panicky and lose
concentration. Finally, the novelty of this study is about Grok app, specifically, a relatively new
AI-powered application with interactive voice modes that resembles human conversations. Yet,
this study was done only in one group of 50 B1 learners in a specific school, therefore, more
research is needed to see the real impact of this app in different English-speaking levels and
places.
Study Rationale
This study was inspired by Grok, a tool created by xAI, Elon Musk’s company in 2023
which happens to give an interactive and enjoyable way to practice oral skills. As Mohammed et
al. (2025) explained that new AI tools such as ChatGPT, DeepSeek, and Grok make learning
English more creative and interesting, they also said that Grok is becoming a main player because
it gives real-time, engaging support for students’ communication practice.
Thus, many students in Guayaquil do not speak English well, possibly because they might
be shy or may not practice enough outside classes. Similarly, they do not rehearse beyond the
school classes, perhaps because they may not have the financial means to pay for private English
classes. According to INEC (2023) About 62.2% of households have internet, and “72.7% of
people aged 5+ used the internet in the last 12 months. So, Grok app is free, works on phones,
and no fast internet is needed, so this app was a good choice for these students because it is a
promising new AI tool with potential to help acquire the B1 English-speaking level.
Vol. 12/ Núm. 4 2025 pág. 1771
For that reason, the researcher selected 50 students who could read, write, and listen in
English, but could not speak. This moderately sized group allowed to analyze progress using an
automated tool like Grok’s transcription through voice input and teacher observations. No matter
which voice mode was used, this tool knew a lot about many subjects and it could talk about any
topic at any level, so it was a good pedagogical tool to help people speak English more fluently.
The goal was to verify if Grok could help students improve their English speaking, because
many did not speak, perhaps because they get uneasy when they participate orally, and as a result,
they use short sentences, and make pauses saying “um” or “eh”, or they only answer with a “yes”
or a “no” words. So here is where this tool comes in handy and can act as a friend, waiter, or
teacher in voice conversations, so learners can practice real dialogs without feeling nervous.
This study adapts the methodological structure proposed by Aremu et al. (2025), who
applies the ADDIE model, Vygotsky’s ZPD, CLT, and Cognitive Load Theory in an Ecuadorian
EFL context. However, the present research is different because it is done on high school B1
learners, and utilizes Grok, an AI conversational tool.
ADDIE was the model followed to plan carefully the study which consists of Analysis,
Design, Development, Implementation, and Evaluation stages, and it was also included ideas from
experts:
Vygotsky (1978): Students learn better with help from someone more knowledgeable, like
Grok.
Hymes (1972): Speaking activities should be realistic, such as ordering food or asking for
directions, among other communicative functions.
Sweller (1988): Tasks should be simple, manageable to avoid overload and confusion.
Comparative reliability of voice modes: Grok vs. Chatgpt, Copilot, and Gemini
The apps Grok, ChatGPT, Copilot, and Gemini were observed by the researcher for over
six months, and based on the researcher’s personal experience, the app that resembled a human
being the most was Grok; also, it could keep a conversation for an unlimited period of time;
additionally, the app felt as if it could reason like a human. On the other hand, ChatGPT was
almost as good as Grok but it did not keep the conversation flowing; instead, the talk was stopped
by the statement “if there is anything else I can do for you, just let me know.” and finally, Copilot
and Gemini felt like machines; they acted automated. Therefore, the app that resembled the most
a human-like experience was Grok, thus, making the use of the tool more enjoyable.
Theoretical framework
The framework of this research was supported on prominent theories, like CLT, Vygotsky's
ZPD, and Krashen's Input Hypothesis, to explain why Grok app promotes the acquisition of
speaking English fluency and self-confidence.
For that reason, the researcher selected 50 students who could read, write, and listen in
English, but could not speak. This moderately sized group allowed to analyze progress using an
automated tool like Grok’s transcription through voice input and teacher observations. No matter
which voice mode was used, this tool knew a lot about many subjects and it could talk about any
topic at any level, so it was a good pedagogical tool to help people speak English more fluently.
The goal was to verify if Grok could help students improve their English speaking, because
many did not speak, perhaps because they get uneasy when they participate orally, and as a result,
they use short sentences, and make pauses saying “um” or “eh”, or they only answer with a “yes”
or a “no” words. So here is where this tool comes in handy and can act as a friend, waiter, or
teacher in voice conversations, so learners can practice real dialogs without feeling nervous.
This study adapts the methodological structure proposed by Aremu et al. (2025), who
applies the ADDIE model, Vygotsky’s ZPD, CLT, and Cognitive Load Theory in an Ecuadorian
EFL context. However, the present research is different because it is done on high school B1
learners, and utilizes Grok, an AI conversational tool.
ADDIE was the model followed to plan carefully the study which consists of Analysis,
Design, Development, Implementation, and Evaluation stages, and it was also included ideas from
experts:
Vygotsky (1978): Students learn better with help from someone more knowledgeable, like
Grok.
Hymes (1972): Speaking activities should be realistic, such as ordering food or asking for
directions, among other communicative functions.
Sweller (1988): Tasks should be simple, manageable to avoid overload and confusion.
Comparative reliability of voice modes: Grok vs. Chatgpt, Copilot, and Gemini
The apps Grok, ChatGPT, Copilot, and Gemini were observed by the researcher for over
six months, and based on the researcher’s personal experience, the app that resembled a human
being the most was Grok; also, it could keep a conversation for an unlimited period of time;
additionally, the app felt as if it could reason like a human. On the other hand, ChatGPT was
almost as good as Grok but it did not keep the conversation flowing; instead, the talk was stopped
by the statement “if there is anything else I can do for you, just let me know.” and finally, Copilot
and Gemini felt like machines; they acted automated. Therefore, the app that resembled the most
a human-like experience was Grok, thus, making the use of the tool more enjoyable.
Theoretical framework
The framework of this research was supported on prominent theories, like CLT, Vygotsky's
ZPD, and Krashen's Input Hypothesis, to explain why Grok app promotes the acquisition of
speaking English fluency and self-confidence.
Vol. 12/ Núm. 4 2025 pág. 1772
Communicative Language Teaching (CLT)
Richards (2006) explained that CLT is all about using the language to be able to
communicate in real-life situations, not just learning grammar rules. Also, as said by Hymes
(1972), that communicative competence is equal with being capable of knowing when and how
to use the language appropriately based on contexts. Additionally, with this method, students
interact meaningfully in English and learn through oral communication instead of memorizing
grammatical rules. Grok makes this possible through offering real conversation practice.
Sociocultural Theory of Learning
Vygotsky (1978, 1986) proposed in his theory that learning takes place through social
interaction and use of tools and that guidance within the Zone of Proximal Development (ZPD)
gives more productive learning. Because of this, Grok app goes a step further by acting as an
electronic tutor, giving feedback, correction, and illustrations. It allows students to move from
brief answers to more natural conversations. Also, it makes learners more confident and reduces
fear when speaking in English.
Input Hypothesis and Affective Filter
On the other hand, Krashen (1982) proposed that students learn language as they
understand messages just a little higher than their current level, and that anxiety or fear can stop
this process by the affective filter. Also, they can make the attempt to speaking in a relaxed
scenario with the aid of Grok. This is a proof that AI provides constructive criticism without
judging, reducing the affective filter and making communication easier and more natural.
Cognitive Load and Step-by-Step Learning
Sweller (1988) argued that instruction should be planned in a way to avoid cognitive
overload and advance from simple tasks to more difficult tasks progressively, in a scaffolding
manner. Additionally, the ADDIE model used in this study follows this guideline, so it started
with less complex activities and increased progressively to more difficult activities, and students
were given immediate feedback that helped them stay focused and confident during learning.
Artificial Intelligence in English Language Teaching
Shikun et al. (2024) indicated that AI chatbots could help in language development by
giving a low-stress place to practice. In this same line of reasoning, Liu et al. (2025) said that AI
tools motivated learners to engage and have critical thinking when used in EFL contexts. Also,
Dennis (2024) observed that AI speech recognition tools helped students with pronunciation and
fluency. Therefore, artificial intelligence tools like Grok give learners more chances to practice
English, receive instant feedback corrections, and learn at their own pace. Together with good
teaching, AI is a better and promising tool to help improve oral fluency.
Communicative Language Teaching (CLT)
Richards (2006) explained that CLT is all about using the language to be able to
communicate in real-life situations, not just learning grammar rules. Also, as said by Hymes
(1972), that communicative competence is equal with being capable of knowing when and how
to use the language appropriately based on contexts. Additionally, with this method, students
interact meaningfully in English and learn through oral communication instead of memorizing
grammatical rules. Grok makes this possible through offering real conversation practice.
Sociocultural Theory of Learning
Vygotsky (1978, 1986) proposed in his theory that learning takes place through social
interaction and use of tools and that guidance within the Zone of Proximal Development (ZPD)
gives more productive learning. Because of this, Grok app goes a step further by acting as an
electronic tutor, giving feedback, correction, and illustrations. It allows students to move from
brief answers to more natural conversations. Also, it makes learners more confident and reduces
fear when speaking in English.
Input Hypothesis and Affective Filter
On the other hand, Krashen (1982) proposed that students learn language as they
understand messages just a little higher than their current level, and that anxiety or fear can stop
this process by the affective filter. Also, they can make the attempt to speaking in a relaxed
scenario with the aid of Grok. This is a proof that AI provides constructive criticism without
judging, reducing the affective filter and making communication easier and more natural.
Cognitive Load and Step-by-Step Learning
Sweller (1988) argued that instruction should be planned in a way to avoid cognitive
overload and advance from simple tasks to more difficult tasks progressively, in a scaffolding
manner. Additionally, the ADDIE model used in this study follows this guideline, so it started
with less complex activities and increased progressively to more difficult activities, and students
were given immediate feedback that helped them stay focused and confident during learning.
Artificial Intelligence in English Language Teaching
Shikun et al. (2024) indicated that AI chatbots could help in language development by
giving a low-stress place to practice. In this same line of reasoning, Liu et al. (2025) said that AI
tools motivated learners to engage and have critical thinking when used in EFL contexts. Also,
Dennis (2024) observed that AI speech recognition tools helped students with pronunciation and
fluency. Therefore, artificial intelligence tools like Grok give learners more chances to practice
English, receive instant feedback corrections, and learn at their own pace. Together with good
teaching, AI is a better and promising tool to help improve oral fluency.
Vol. 12/ Núm. 4 2025 pág. 1773
METHOD
Participants
The research group consisted of 50 students, all had the same sociocultural background,
food, music, sports, and they were B1 English level, they could communicate simple ideas but
made mistakes and paused often. For example, a student may say “I go shop” instead of “I’m
going to the shop”. They were chosen because the English teacher knew them from class, and
they wanted to improve their speaking skills.
All participants were 18 and older, nevertheless, this research followed ethical rules to
protect learners, their names and their voice generated by Grok chat texts were kept private (their
real names were not used). Additionally, only the researcher saw the results, and the answers from
the Google Forms surveys were stored safely online. These steps helped make sure that the study
was honest, safe, and respectful for all students.
Table 1 below describes the population (which is the sample) before the interventions of
this research.
Table 1
Group Information
Strengths Weaknesses Opportunities Threats
Cohesive cohort of 50
adult learners (18+),
all Spanish-speaking,
easing Grok’s code-
switching (Table 3).
No prior AI tool
experience,
increasing learning
curve (Table 1).
Scalable to other
schools, with 72.7%
internet usage in
Ecuador (INEC,
2023).
Unreliable internet
or devices in low-
resource settings
(INEC, 2023).
High motivation for
university studies
drives engagement
(Table 1).
Traditional,
grammar-based
instruction lacks
CLT/CLIL
integration (Table
1).
Grok’s novelty invites
further EFL research
(Mohammed et al.,
2025).
Competition from
established AI tools
(e.g., ChatGPT)
(Comparative
Reliability).
Familiarity with
mobile apps
(WhatsApp, TikTok)
supports Grok use
(Table 1).
Limited prior
English exposure
may slow progress
(Table 1).
Potential curriculum
adoption due to
reduced anxiety and
improved oral fluency
(Table 7).
Privacy concerns
regarding voice data
storage (Ensuring
Ethical Standards).
Sampling procedure
For carrying out this research, 50 students were chosen on purpose, because their English
teacher stated that they needed help with speaking skill. Also, all of them lived in Guayaquil city
and spoke Spanish at home. Additionally, many did not have fast internet nor good computers at
home, so most of them used only their phones to interact with Grok. Additionally, their ages were
18 and older, however, parents’ consent was asked to align with ethical standards and guidelines
of the institution.
METHOD
Participants
The research group consisted of 50 students, all had the same sociocultural background,
food, music, sports, and they were B1 English level, they could communicate simple ideas but
made mistakes and paused often. For example, a student may say “I go shop” instead of “I’m
going to the shop”. They were chosen because the English teacher knew them from class, and
they wanted to improve their speaking skills.
All participants were 18 and older, nevertheless, this research followed ethical rules to
protect learners, their names and their voice generated by Grok chat texts were kept private (their
real names were not used). Additionally, only the researcher saw the results, and the answers from
the Google Forms surveys were stored safely online. These steps helped make sure that the study
was honest, safe, and respectful for all students.
Table 1 below describes the population (which is the sample) before the interventions of
this research.
Table 1
Group Information
Strengths Weaknesses Opportunities Threats
Cohesive cohort of 50
adult learners (18+),
all Spanish-speaking,
easing Grok’s code-
switching (Table 3).
No prior AI tool
experience,
increasing learning
curve (Table 1).
Scalable to other
schools, with 72.7%
internet usage in
Ecuador (INEC,
2023).
Unreliable internet
or devices in low-
resource settings
(INEC, 2023).
High motivation for
university studies
drives engagement
(Table 1).
Traditional,
grammar-based
instruction lacks
CLT/CLIL
integration (Table
1).
Grok’s novelty invites
further EFL research
(Mohammed et al.,
2025).
Competition from
established AI tools
(e.g., ChatGPT)
(Comparative
Reliability).
Familiarity with
mobile apps
(WhatsApp, TikTok)
supports Grok use
(Table 1).
Limited prior
English exposure
may slow progress
(Table 1).
Potential curriculum
adoption due to
reduced anxiety and
improved oral fluency
(Table 7).
Privacy concerns
regarding voice data
storage (Ensuring
Ethical Standards).
Sampling procedure
For carrying out this research, 50 students were chosen on purpose, because their English
teacher stated that they needed help with speaking skill. Also, all of them lived in Guayaquil city
and spoke Spanish at home. Additionally, many did not have fast internet nor good computers at
home, so most of them used only their phones to interact with Grok. Additionally, their ages were
18 and older, however, parents’ consent was asked to align with ethical standards and guidelines
of the institution.
Vol. 12/ Núm. 4 2025 pág. 1774
Research design
The interventions combined two strategies, metacognitive and spaced learning.
Metacognitive Strategy
A metacognitive strategy is a three-step cycle, which was used for planning, monitoring,
and reflecting, to improve students’ speaking skill. According to Meher et al. (2024),
metacognition helps learners think about their own learning, and use strategies like thinking aloud,
making idea- chart, and self-assessing to improve their performance in the school.
Planning (before speaking): Before each 10-minute Grok session, students wrote one
personal goal on paper, for example: “I will speak in full sentences without saying ‘um’ or ‘eh’.”
Monitoring (while speaking): After five minutes, they stopped for ten seconds to ask
themselves: “Am I reaching my goal? Am I too nervous?” Then, they made small changes and
continued speaking.
Reflection (after speaking): After finishing, they answered three short questions:
How many pauses did I make?
Did I reach my goal?
What can I do better next time?
Table 2 below indicates the metacognitive steps with examples.
Table 2
Metacognitive Stages
Stage When What Students Did Example
Planning Before speaking Set a goal “I will speak in full sentences.”
Monitoring During speaking Checked progress “Am I too nervous?”
Reflection After speaking Reviewed performance “Next time I’ll pause less.”
Spaced Learning Strategy
The spaced learning strategy is about studying or practicing in short parts with breaks in
between, instead of studying in one long, single session without taking a break. As Kamali et al.
(2024) explained that using spaced learning, with reviewed lessons and short breaks in between
helps students remember information better and feel less nervous about learning. In EFL learning,
it helps learners remember English and not feel tired or bored, also, the breaks in between short
study sessions give the brain time to rest and store the new information, so one example of spaced
learning is when one learner studies for ten minutes, rests for five minutes, and then reviews again
for another ten minutes or when they practice English speaking with Grok to speak English in
two ten-minute sessions, with a five-minute break in between, in total, the practice lasted twenty-
five minutes. Also, participants are encouraged to do the same practices at home to make sure
what has been learned stays in their memory.
Research design
The interventions combined two strategies, metacognitive and spaced learning.
Metacognitive Strategy
A metacognitive strategy is a three-step cycle, which was used for planning, monitoring,
and reflecting, to improve students’ speaking skill. According to Meher et al. (2024),
metacognition helps learners think about their own learning, and use strategies like thinking aloud,
making idea- chart, and self-assessing to improve their performance in the school.
Planning (before speaking): Before each 10-minute Grok session, students wrote one
personal goal on paper, for example: “I will speak in full sentences without saying ‘um’ or ‘eh’.”
Monitoring (while speaking): After five minutes, they stopped for ten seconds to ask
themselves: “Am I reaching my goal? Am I too nervous?” Then, they made small changes and
continued speaking.
Reflection (after speaking): After finishing, they answered three short questions:
How many pauses did I make?
Did I reach my goal?
What can I do better next time?
Table 2 below indicates the metacognitive steps with examples.
Table 2
Metacognitive Stages
Stage When What Students Did Example
Planning Before speaking Set a goal “I will speak in full sentences.”
Monitoring During speaking Checked progress “Am I too nervous?”
Reflection After speaking Reviewed performance “Next time I’ll pause less.”
Spaced Learning Strategy
The spaced learning strategy is about studying or practicing in short parts with breaks in
between, instead of studying in one long, single session without taking a break. As Kamali et al.
(2024) explained that using spaced learning, with reviewed lessons and short breaks in between
helps students remember information better and feel less nervous about learning. In EFL learning,
it helps learners remember English and not feel tired or bored, also, the breaks in between short
study sessions give the brain time to rest and store the new information, so one example of spaced
learning is when one learner studies for ten minutes, rests for five minutes, and then reviews again
for another ten minutes or when they practice English speaking with Grok to speak English in
two ten-minute sessions, with a five-minute break in between, in total, the practice lasted twenty-
five minutes. Also, participants are encouraged to do the same practices at home to make sure
what has been learned stays in their memory.