Enhancing EFL Oral Proficiency Through a ChatGPT-Integrated BOPPPS Learning Framework
Sparad:
| I publikationen: | International Journal of Online Pedagogy and Course Design vol. 15, no. 1 (2025), p. 1-22 |
|---|---|
| Huvudupphov: | |
| Utgiven: |
IGI Global
|
| Ämnen: | |
| Länkar: | Citation/Abstract Full Text - PDF |
| Taggar: |
Inga taggar, Lägg till första taggen!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3227809939 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2155-6873 | ||
| 022 | |a 2155-6881 | ||
| 024 | 7 | |a 10.4018/IJOPCD.383301 |2 doi | |
| 035 | |a 3227809939 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 204833 |2 nlm | ||
| 100 | 1 | |a Lai, Zola Chi-Chin |u Wenzao Ursuline University of Languages, Taiwan | |
| 245 | 1 | |a Enhancing EFL Oral Proficiency Through a ChatGPT-Integrated BOPPPS Learning Framework | |
| 260 | |b IGI Global |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Goal setting | ||
| 653 | |a Curricula | ||
| 653 | |a Instructional design | ||
| 653 | |a Quasi-experimental methods | ||
| 653 | |a Metacognition | ||
| 653 | |a Chatbots | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Artificial intelligence | ||
| 653 | |a Anxiety | ||
| 653 | |a Human-computer interaction | ||
| 653 | |a Active learning | ||
| 653 | |a Learning | ||
| 653 | |a Participation | ||
| 653 | |a Teaching | ||
| 653 | |a Language usage | ||
| 653 | |a Computer assisted language learning | ||
| 653 | |a Educational theory | ||
| 653 | |a Frame analysis | ||
| 653 | |a Foreign languages | ||
| 653 | |a Interpersonal communication | ||
| 653 | |a Competence | ||
| 653 | |a Independent study | ||
| 653 | |a Digital literacy | ||
| 653 | |a Pedagogy | ||
| 653 | |a Verbal communication | ||
| 653 | |a English language | ||
| 653 | |a Speaking | ||
| 653 | |a Feedback | ||
| 653 | |a Experiential learning | ||
| 653 | |a English proficiency | ||
| 653 | |a Instructional scaffolding | ||
| 653 | |a Language instruction | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Language Acquisition | ||
| 653 | |a Educational Theories | ||
| 653 | |a Goal Orientation | ||
| 653 | |a College English | ||
| 653 | |a Current Events | ||
| 653 | |a Course Content | ||
| 653 | |a Learner Engagement | ||
| 653 | |a English | ||
| 653 | |a Grammar | ||
| 653 | |a Authentic Learning | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Learning Theories | ||
| 653 | |a Drills (Practice) | ||
| 653 | |a Class Size | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Blended Learning | ||
| 653 | |a English Learners | ||
| 773 | 0 | |t International Journal of Online Pedagogy and Course Design |g vol. 15, no. 1 (2025), p. 1-22 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3227809939/abstract/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3227809939/fulltextPDF/embedded/ZKJTFFSVAI7CB62C?source=fedsrch |