DIALOGIC PRACTICE WITH CHATGPT: ENHANCING SPEAKING SKILLS OF PRE-SERVICE TEACHERS THROUGH AI-MEDIATED INTERACTION

Abstract

This study examines the effects of AI-facilitated dialogic practice with ChatGPT on the speaking proficiency of pre-service English teachers at the Atyrau University, Kazakhstan. Given the increasing integration of artificial intelligence (AI) in education and the national emphasis on digital transformation, the research investigates how sustained interaction with an AI chatbot influences four subcomponents of oral proficiency: fluency, interactional competence, error correction strategies and communicative confidence. The study employed a mixed quasi-experimental design implemented over six weeks with the participation of 20 fourth-year students, pre-service English language teachers, with a B2 language proficiency level. The experimental group (n = 10) engaged in controlled AI-based speaking activities with ChatGPT, while the control group (n = 10) participated in face-to-face speaking tasks in a conventional classroom setting. Quantitative data were collected through pre- and post-test oral assessments and confidence scales. Qualitative data collected from ChatGPT interaction records and learner reflections. This study addresses the lack of regional, theoretical, and empirical research on AI-assisted speaking in Central Asian teacher education, offering evidence and practical insights into the pedagogical value of generative AI tools. The findings highlight the need to integrate AI-mediated communicative practice into teacher education programs, with human moderation to ensure responsible and informed use. Although there are limitations regarding sample size, duration, and feedback accuracy, the results show that ChatGPT can employ a transformative approach to facilitate open-ended generation and collaboration in learner-directed contexts that support oral language. In conclusion, the study demonstrates that consistent and guided practice with ChatGPT can serve as a powerful supplement to conventional speaking instruction, fostering digital fluency, communicative competence, and self-efficacy among pre-service teachers.