Application Research on AI Chatbots Assisting Non-English Majors in Improving Oral English

Abstract

This study investigates the challenges in non-English major oral English instruction at vocational colleges and evaluates the effectiveness of AI chatbots in language education. Conducted at Hubei Preschool Education College, the research involved 100 non-English major students randomly assigned to an experimental group (50 participants) or a control group (50 participants). The experimental group adopted an "AI chatbot + blended learning" approach, while the control group received traditional oral instruction. After 14 weeks of intervention, data were collected through oral proficiency tests, the Foreign Language Classroom Anxiety Scale (FLCAS), and semi-structured interviews. Results demonstrated that the experimental group achieved significantly higher scores in pronunciation accuracy, fluency, and situational adaptability compared to the control group. Additionally, students in the experimental group showed markedly reduced anxiety levels and greater acceptance and satisfaction with AI-assisted learning. The study confirms that AI chatbots effectively address issues such as limited practice opportunities and delayed feedback in vocational oral English teaching, providing empirical evidence and practical pathways for intelligent transformation in vocational English instruction.