Effects of AI-Assisted Collaborative Learning on English Speaking Skills of Myanmar Undergraduate Students
DOI:
https://doi.org/10.14456/ojed.2025.19Keywords:
AI-Assisted collaborative learning , English speaking skills , Myanmar undergraduate students , artificial intelligence , opinionsAbstract
This research aimed to explore 1) effects of AI-assisted collaborative learning on English speaking skills of Myanmar undergraduate students, and 2) opinions of Myanmar undergraduate students towards AI-assisted collaborative learning. This quasi-experimental research investigated integration of conversational ChatGPT as competent assistant into Think-Pair-Share activities. The study employed 32 participants, selected via convenience sampling, as they were administered English lessons for 8 periods. The instructional instrument involved lesson plans, while research instruments contained pre-tests and post-tests, and semi-structured interviews. The findings revealed 1) there was statistically significant progress in students’ speaking skills after the implementation of AI-assisted collaborative learning, indicating medium effect size (Cohen’s d = 0.70, p < 0.001), and 2) students have positive opinions towards the treatment, by reporting how it was interesting and effective in reinforcing English speaking skills. Moreover, they exhibited that it was helpful in fostering collaboration and peer-interaction, offering instant feedback and personalized learning experiences through enjoyable learning environments. The findings support the incorporation of AI-assisted collaborative learning in teaching to enhance English speaking skills. Future studies should investigate its impact on various students’ levels.
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