Speaker
Description
Building confidence in spoken English remains a major challenge for many EFL learners, especially those in rural and mountainous areas where opportunities for meaningful communication are limited. This study explores how short video-recording tasks supported by artificial intelligence (AI) tools can help students improve both their speaking performance and confidence.
The project was implemented with 127 Grade 10 students at a mountainous high school in Vietnam. Drawing on principles of communicative language teaching, learner autonomy, and technology-enhanced learning, students participated in a series of speaking activities that included script development, AI-assisted language support, pronunciation practice using text-to-speech tools, shadowing, video recording, teacher feedback, and self-reflection. To evaluate the impact of the intervention, students’ speaking performance and confidence were measured before and after implementation.
The findings indicate notable gains in both achievement and confidence. The percentage of students performing at Good and Excellent levels increased from 14.1% to 41.0%, while those classified as Weak and Poor decreased from 57.5% to 26.7%. Student feedback also suggested reduced speaking anxiety, improved pronunciation awareness, and greater willingness to communicate in English. Many participants highlighted the value of repeated recording and self-review in helping them monitor progress and refine their speaking skills.
This presentation will discuss the instructional design, key findings, and practical implications of integrating AI-supported video tasks into speaking instruction in resource-constrained EFL classrooms.
Biography
Van Thai Hoang holds a Bachelor’s degree in English Linguistics and a Master’s degree in TESOL from Vinh University. He is currently an English teacher at Que Phong High School, Nghe An Province, Vietnam, where he teaches students in a mountainous and ethnically diverse context. His professional interests include technology-enhanced language learning, artificial intelligence in English language education, speaking instruction, learner autonomy, and teacher professional development.
In addition to his classroom teaching, Hoang actively contributes to the professional learning community through his involvement in several VietTESOL special interest groups and initiatives, including K12-SIG, the Doctoral Research Group, Share_it_VietTESOL, and SEL_VietTESOL. He is committed to exploring innovative and practical approaches that enhance student engagement, communicative competence, and equitable access to quality English language education.
| Affiliate type | Vietnamese public school |
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