AI-Driven Tools and Their Impacts on EFL/ESL Speaking Skills: A Systematic Review in Asia Regional Context

Gusti Rayyan Noor, M. Faisal Afif Zawawi

Abstract


Abstract: This study systematically examines how AI-driven tools influence EFL/ESL learners’ speaking skills across educational contexts in the Asia region. A comprehensive literature search (2020–2025) across Scopus, ERIC, IEEE Xplore, DOAJ, and JSTOR, guided by PRISMA protocols, yielded twenty empirical studies focused on AI-enhanced speaking instruction across the Asia region. Research spans elementary to tertiary levels, with concentrations in East and Southeast Asia (e.g., Taiwan, China, Malaysia), employing task-oriented chatbots, voice-based conversational agents, and generative AI platforms (e.g., ChatGPT, CoolE Bot). Quantitative results consistently show significant improvements in fluency, accuracy, vocabulary, and pronunciation when learners engage with AI tools versus traditional methods. Qualitative data reveal reduced speaking anxiety, increased willingness to communicate, and heightened self-efficacy and enjoyment. One study noted enhanced confidence without immediate performance gains using embodied GenAI chatbots, suggesting affective benefits may precede measurable skill improvements. Overall, AI offers scalable, personalized feedback that lowers affective barriers and fosters deliberate practice, though future research should investigate long-term outcomes, optimal integration strategies, and underrepresented regions (e.g., South and West Asia).

Keywords: Artificial Intelligence, EFL/ESL Speaking Skills, Chatbots, Systematic Literature
review, Asia Region

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References


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