Integrating Artificial Intelligence into Task-Based Teaching: An Action Research on Improving College Students' English Speaking Skills

Abstract

 This study aims to explore the implementation and management practices of AI-assisted college English conversation tasks. The study employed an action research methodology, conducted in two four-week cycles. The participants were 12 second-year non-English major students from a Chinese university. Prior to the study, researchers conducted semi-structured interviews to understand the participants' English learning background and needs. During the study, researchers collected data from classroom observations, teacher reflective journals, and student assignments. At the end of the second cycle, participants' reflective journals were  also collected to comprehensively present the learning process and outcomes. The results showed that after two cycles, students' oral fluency, vocabulary accuracy, cognitive strategy skill application, and classroom participation significantly improved. This study provides empirical evidence for the application of AI technology in college English oral teaching and offers suggestions for improving the implementation of task-based teaching methods in college English oral courses for non-English majors.