Enhancing EFL Oral Proficiency Through a ChatGPT-Integrated BOPPPS Learning Framework

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Detaylı Bibliyografya
Yayımlandı:	International Journal of Online Pedagogy and Course Design vol. 15, no. 1 (2025), p. 1-22
Yazar:	Lai, Zola Chi-Chin
Baskı/Yayın Bilgisi:	IGI Global
Konular:	Goal setting Curricula Instructional design Quasi-experimental methods Metacognition Chatbots Colleges & universities Artificial intelligence Anxiety Human-computer interaction Active learning Learning Participation Teaching Language usage Computer assisted language learning Educational theory Frame analysis Foreign languages Interpersonal communication Competence Independent study Digital literacy Pedagogy Verbal communication English language Speaking Feedback Experiential learning English proficiency Instructional scaffolding Language instruction English as a second language instruction Literature Reviews Language Acquisition Educational Theories Goal Orientation College English Current Events Course Content Learner Engagement English Grammar Authentic Learning Influence of Technology Experimental Groups Learning Theories Drills (Practice) Class Size English (Second Language) Blended Learning English Learners
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Diğer Bilgiler
Özet:	This quasi-experimental study examined the impact of embedding ChatGPT within the “bridge-in, objective, pre-assessment, participatory learning, post-assessment summary” (BOPPPS) framework to enhance the speaking proficiency of 89 Taiwanese university English-as-a-foreign-language (EFL) learners. Over 18 weeks, the experimental group (n = 44) received structured, theory-aligned instruction with stage-based ChatGPT and BOPPPS integration, while the comparison group (n = 45) engaged in unstructured artificial intelligence (AI)-supported practice. Post-test results show significantly greater gains across all five speaking sub-skills for the experimental group, particularly in interactive communication (p = .004, η2 = .105) and discourse management (p = .037). Thematic analysis indicates that BOPPPS reframed ChatGPT from a static tool into a meta-cognitive dialogue partner. These findings suggest structured AI integration may reduce speaking anxiety and foster more autonomous, confident language use. The study offers a replicable framework for AI-assisted pedagogy, especially in large-scale or online EFL instruction.
ISSN:	2155-6873 2155-6881
DOI:	10.4018/IJOPCD.383301
Kaynak:	Education Database