The Impact of ChatGPT Voice on Non-Majored Students’ Willingness to Communicate in a Vietnamese University
DOI:
https://doi.org/10.54855/acoj.2516116Keywords:
ChatGPT Voice, Willingness to communicate, non-majored studentsAbstract
ChatGPT represents a significant advancement in language education because it engages in natural and contextually appropriate conversations. This technology offers EFL students enhanced opportunities to practice speaking English in a relaxed environment. While most studies on AI-powered chatbots in higher education have demonstrated their positive effects on students' willingness to communicate (WTC), there has been a lack of research specifically focusing on ChatGPT Voice (CV) in Vietnamese universities. This study explores the impact of CV’s conversational interface on the WTC of EFL students at a university in the Mekong Delta region of Vietnam. In three months, 30 non-English major students participated in ten speaking activities facilitated by CV, supplemented by ten worksheets. These activities were conducted in various formats: group work (four activities), pair work (four activities), and individual sessions (two activities). The impact of CV on students' WTC was assessed using a mixed-methods approach, including 2 questionnaires, one before and one after the intervention, and a semi-structured interview with seven students following the intervention. Preliminary findings indicate that the use of CV could enhance students' WTC. Among the factors influencing WTC, self-perceived competence emerged as the most significant factor affecting students’ WTC (β = 0.630), surpassing the engagement and anxiety factors. The study recommends the integration of CV in EFL classrooms to stimulate students' motivation and improve their speaking skills.
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