30
COMMUNICATIVE LANGUAGE TEACHING
AND ARTIFICIAL INTELLIGENCE ON THE
DEVELOPMENT OF THE SPEAKING SKILL IN
SENIOR HIGH SCHOOL STUDENTS
LA ENSEÑANZA COMUNICATIVA DE LA LENGUA Y LA
INTELIGENCIA ARTIFICIAL EN EL DESARROLLO DE LA
HABILIDAD DE EXPRESIÓN ORAL EN ESTUDIANTES DE
BACHILLERATO
Recibido: 10/09/2025 - Aceptado: 16/06/2026
Susana del Rocio Chacha Carrillo
Docente del Colegio Militar N°6 “Combatientes de Tapi”
Riobamba - Ecuador
Magister en Pedagogía del Inglés como Lengua Extranjera
Ponticia Universidad Católica del Ecuador
susana.chacha@comil6.edu.ec
https://orcid.org/0009-0001-5419-431X
Erika Patricia Tenezaca Yadaicela
Docente del Colegio Militar N°6 “Combatientes de Tapi”
Riobamba - Ecuador
Magister en Pedagogía del inglés como lengua extranjera
Ponticia Universidad Católica del Ecuador
erika.tenezaca@comil6.edu.ec
https://orcid.org/0000-0002-4785-2038
31
Communicative language teaching and articial intelligence
on the development of the speaking skill in senior high school
students
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
Como citar este artículo:
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language
teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.
org/10.32645/13906925.1485
32
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
Resumen
En el contexto globalizado actual, el inglés es consolidado como el principal medio de comunicación
internacional, lo que ha generado un creciente énfasis en el desarrollo de la competencia oral dentro
de los entornos educativos de inglés como Lengua Extranjera (EFL). A pesar de este énfasis, muchos
estudiantes de nivel secundario continúan mostrando un dominio limitado de la expresión oral, a
menudo como resultado de prácticas pedagógicas que priorizan la precisión gramatical por encima
de la comunicación signicativa.
En respuesta a esta problemática, el presente estudio abordó el siguiente problema de investigación:
¿en qué medida la implementación del Enfoque Comunicativo de la Enseñanza de Lenguas
(Communicative Languege Teaching, CLT), apoyado por plataformas digitales, inuye en
el desarrollo de las habilidades de expresión oral en estudiantes de bachillerato en un contexto
ecuatoriano? En consecuencia, se planteó la hipótesis alternativa de que los estudiantes expuestos
a una instrucción basada en CLT e integrada con herramientas digitales demostrarían una mejora
estadísticamente signicativa en su desempeño oral, en comparación con aquellos que reciben una
enseñanza tradicional.
La investigación se llevó a cabo en una institución educativa de nivel secundario en Ecuador, con
una muestra de 47 estudiantes, distribuidos en un grupo experimental y un grupo de control.
Mientras que el grupo experimental participó en actividades de expresión oral orientadas por los
principios del CLT, el grupo de control desarrolló tareas didácticas que no incorporaron dicho
enfoque. La recolección de datos incluyó la aplicación de una prueba diagnóstica (pre-test) y el uso
de rúbricas analíticas de evaluación de la expresión oral e incorporó la plataforma digital VIDNOZ
como parte del proceso evaluativo.
Los resultaos evidenciaron que la implementación de actividades basadas en el CLT, según
planteamientos de Littlewood (2013) y Richards (20014) en conjunto con herramientas tecnológicas
de apoyo, tuvo un efecto positivo en el desempeño oral de los estudiantes. Estos hallazgos sugieren
que la integración de metodologías comunicativas y recursos digitales constituyen una estrategia
pedagógica ecaz para el fortalecimiento de la habilidad oral en el aula de EFL, lo cual ofrece
implicaciones prácticas para docentes, estudiantes e investigadores en contextos educativos similares.
Keywords: actividades comunicativas, enfoque de enseñanza comunicativa de idiomas (CLT),
inteligencia articial, habilidad de expresión oral, Vidnoz
Abstract
In today’s globalized world, English has consolidated its role as the principal medium of international
communication, to a growing emphasis on the development of oral proency within English as a
Foreign Language (EFL) educational settings. e present research examined that many secondary
level learners continue to demonstrate limited speaking competence, often as a result of instructional
practices that prioritize grammatical accuracy over meaningful communication. In response to
this issue, the present study addressed the following research problem: to what extent does the
implementation of Communicative Language Teaching (CLT) supported by digital platforms,
inuence the development of speaking skills among high school EFL students in an Ecuadorian
context?. Accordingly, the study tested the alternative hypothesis that students exposed to CLT
33
Communicative language teaching and articial intelligence
on the development of the speaking skill in senior high school
students
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
based instruction integrated with digital tools would show a statistically signicant improvement in
their speaking performance compared to those receiving traditional instruction.
Accordingly, the research was conducted in an Ecuadorian high school with a sample of 47
participants, divided into an experimental group and a control group. While the experimental
group engaged in CLT-based speaking activities, the control group followed instructional tasks
that did not incorporate communicative principles. Data were collected through a pre-test and the
application of analytic speaking rubrics, with the VIDNOZ digital platform used as part of the
assessment process.
e ndings indicated that the implementation of CLT activities, as conceptualized by Littlewood
(2013) and Richards (2014), in combination with technology-enhanced evaluation tools, had a
positive inuence on learners’ oral performance. ese outcomes suggest that the integration of
communicative methodologies and digital resources constitutes an eective pedagogical strategy for
improving speaking skills in EFL classrooms, oering practical implications for teachers, learners,
and future researchers in similar educational contexts.
Keywords: Communicative language teaching (CLT) approach, communicative activities, articial
intelligence, speaking skills and Vidnoz.
34
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
Introduction
In today’s globalized society, English is regarded as the principal international language and is
widely used for communication across borders. Within the English as a Foreign Language (EFL)
context, scholars have recognized its importance in educational settings (Shen & Chiu, 2019).
Consequently, educational authorities have emphasized the introduction and practice of English at
the primary, secondary, and tertiary levels. e mastery of a second language is no longer optional
but a necessity, with oral interaction serving as a central element of foreign language pedagogy since
it enables learners to exchange ideas, emotions, and perspectives eectively.
One of the greatest challenges for EFL educators lies in the limited access to authentic
language exposure in real-life contexts. To address this gap, Communicative Language Teaching
(CLT) activities are designed to replicate authentic communication by integrating real-life models
of language use, fostering meaningful social interactions, and aligning with communicatively
oriented evaluation systems. Instructional materials grounded in CLT place communication at the
center, ensuring that learners develop both uency and accuracy in spoken English (Littlewood et
al., 1981).
e advancement of technology has also introduced new opportunities for English teaching
and learning. Digital platforms and articial intelligence (AI) tools now provide innovative ways to
enhance language prociency, making instruction more dynamic and personalized. However, the
implementation of technology should not overshadow the essential goals of language education.
Instead, AI must be seen as a complementary resource that enriches existing methodologies.
Combining linguistic literacy with digital literacy oers learners powerful opportunities to
strengthen global competence (Krashen, 1982).
At Combatientes de Tapi High School, students exhibit a low level of speaking prociency,
as evidenced by limited oral participation and reduced communicative condence. is situation
is associated with the use of traditional instructional strategies, insucient application of
communication methodologies, limited integration of AI based platforms, and a lack of teacher
training in CLT oriented practices. Consequently, students have few opportunities to engage in
meaningful and sustained oral interaction in English.
Based on this context, the present study addresses the following research problem: to what
extent does the integration of Communication Language Teaching and articial intelligence tools
inuence the development of speaking among senior high school EFL students? In response to this
problem, the study proposes the alternative hypothesis that students who participate in CLT based
instruction supported by AI platforms will demonstrate a statistically signicant improvement
in their speaking skills compared to students who receive instruction without such integration.
Conversely, the null hypothesis states that there will be no signicant dierence in speaking
performance between students exposed to CLT with AI support and those taught through non
communicative or technology limited approaches.
e primary objective of this research is to examine the eects of combining CLT and AI
on the improvement of speaking skills in senior high school students. Supported by the theories
of Krashen (1982), Harmer (2001), and Littlewood (2013), the study argues that CLT responds
directly to learners ‘communicative needs and can be eectively enhanced through the use of
technological tools. By adopting AI platforms alongside CLT activities such as role-plays, picture
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Communicative language teaching and articial intelligence
on the development of the speaking skill in senior high school
students
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
description, opinion sharing, and reading aloud, this research seeks to demonstrate how learners
can improve both uency and accuracy in spoken English.
e application of AI in education has proven to inuence multiple aspects, including
operational eciency, global learning opportunities, customized learning paths, intelligent content
generation, and improved educational management (Godwin-Jones, Emerging technologies:
Articial intelligence and language learning, 2020). Within this study, the researcher identied
several CLT-based speaking tasks and AI platforms that provided students with greater opportunities
to engage actively in oral practice.
Accordingly, this investigation seeks to answer the following research questions:
4. To what extent can articial intelligence be eectively integrated to support CLT in the
development of speaking skills?
5. What eects does combination of CLT and AI have on students’ oral performance in an
EFL context?
e ndings of this study are expected to contribute to the eld of EFL by providing
empirical evidence on the pedagogical value of integrating communicative approaches with
emerging technologies while oering practical implications for teacher, learners, and educational
stakeholders.
Chapter I: Literature Review
Speaking
Speaking is considered the most essential tool of communication, as it allows individuals to
share opinions, emotions, and ideas through language. It also plays a central role in social and
interpersonal interactions, which makes communication indispensable in every aspect of human
life. Chaney y Burk (1998) dene speaking as the process of constructing and expressing meaning
by combining verbal and non-verbal symbols across dierent contexts. Within the eld of English
as a Foreign Language (EFL), this skill is widely acknowledged as fundamental. However, in past
decades, speaking was often underestimated in language instruction, with many teachers relying
primarily on repetitive drills and memorized dialogues (Kayi, 2012).
Speaking is also closely connected to listening, since both skills complement one another in
oral communication. is interaction facilitates the smooth exchange of roles between speakers and
listeners, creating a more uent and meaningful dialogue. Logan and Lilian (1972) identied nine
core characteristics of speaking:
1. it is reciprocal with listening,
2. it follows a specic communicative process,
3. it involves creative expression,
4. it represents a type of behavior,
5. it is a learned activity,
6. it improves through experience,
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Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
7. it helps individuals gain clarity of perspective,
8. it is strongly inuenced by the linguistic environment, and
9. it is an individual act of production.
According to Songsiri (2007), improving students’ speaking ability can be achieved by
incorporating varied classroom activities and promoting exposure to the target language, particularly
through listening exercises supported by media. ese strategies provide learners with authentic
input and opportunities to practice, thereby strengthening both uency and condence in oral
communication.
Teaching speaking skills
Every learning process is unique; therefore, the methods, approaches, and techniques applied in the
classroom should be adapted to meet the specic needs of learners. Within this process, language
instruction typically emphasizes the development of both grammatical structures and vocabulary
knowledge.
In the case of speaking, instructional materials may include activities such as simulated coee
breaks, practice in casual conversation, and the use of conversation gambits, role-play dialogues,
and exercises in practical English usage. According to (Burns, 1998), these resources highlight the
importance of analyzing actual speech behaviors to design contextually appropriate lessons that
promote eective and socially suitable oral communication.
Overview of the Communicative Language Teaching (CLT) approach:
e method Communicative Language Teaching (CLT) approach was regarded as one of the most
pertinent and suitable language teaching and learning theories in contemporary language education
(Savignon, 2002). However, many EFL teachers endeavor to integrate the CLT approach into
their classrooms, a substantial number of their colleagues still struggle to grasp how to eectively
implement and manage this approach in their teaching. In actuality, the CLT approach is closely
associated with a variety of classroom activities and tools, including discussions, group sharing,
problem-based learning, and role-plays (Taguchi et al., 2019).
CLT Advantages: One of the key advantages of this approach is its emphasis on real-life situational
practices, whereby teachers endeavor to design activities that are pertinent to students’ daily lives,
communities, and societies.
Additionally, students enhance their comprehension and prociency in language usage,
practicality, and communication skills through the CLT approach. Another benet is that it enables
both teachers and students to transition from their conventional teaching and learning principles to
an innovative teaching and learning approach.
When students are engaged in real-life stories and exercises, their interest in the classroom
environment tends to ourish. Activities like stories, exercises, problem solving, and case studies
empower students to become active participants rather than mere spectators (Jiménez et al., 1996).
CLT Disadvantages: ere are potential challenges related to the teaching and learning
environment. Primarily, the CLT approach encourages teachers to utilize teaching and learning
materials and resources drawn from real-life communities and societies, instructors might nd
37
Communicative language teaching and articial intelligence
on the development of the speaking skill in senior high school
students
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
themselves overwhelmed when preparing lessons, potentially overlooking important questions and
facing various challenges.
Secondly, the diverse social and cultural backgrounds and perspectives of learners come
into play. Consequently, many of these students tend to adhere to the belief that language learning
involves rote memorization of vocabulary and grammar, along with lling in blanks. is perspective
leads to their reluctance to fully embrace the CLT approach (Ahn & Kang, 2017).
irdly, the pressures and requirements of standard examination guidelines may also
inuence the application and employment of the CLT approach. For example, in the United States,
secondary school students are recommended to take the Scholastic Assessment Test (SAT) as one
of the university entrance requirements. Consequently, the CLT approach may have limitations
when applied to certain student groups, inuenced by their social and cultural backgrounds and
perspectives.
Classroom Activities in CLT Approach: Richards (2006) described CLT as “activities where practice
in using language within a real communicative context and exchange real information, and where
the language used is not totally predictable” (p. 16). erefore, Richards (2005) in “Communicative
language teaching today” article proposed several activities used in the CLT approach, including:
1. Information gap activity: It helps to get and receive information, which learners do not
know.
2. Task completion activity: Activities such as puzzles, games, map reading, and similar
exercises are integral to this approach. e objective is to employ one’s language skills to
successfully complete the task.
3. Information gathering activities: they encompass tasks such as surveys, interviews, and
research. e primary objective of this activity is to apply their linguistic competence to
acquire information eectively.
4. Opinion sharing activity: Students share and compare their points of view.
5. Role-play activity: Learners performance dierent roles and scenes based on information
and clues.
6. Group work: It is done in pairs or small groups
Articial intelligence: Articial intelligence represents a cutting-edge technological eld focused
on enabling machines to perform tasks traditionally requiring human intelligence. As technology
advances, it increasingly facilitates various activities, including the teaching and learning of English.
Among the most frequently discussed innovations, articial intelligence is seen as creating numerous
new opportunities in language education (Fryer & Carpenter, 2006).
Articial Intelligence in English Language Learning: e rise of digital platforms has facilitated the
teaching and learning of English. Articial intelligence (AI) now provides opportunities to enhance
English language prociency. e integration of language literacy with digital literacy eectively
promotes global competence. AI operates through the linguistic processing of texts, improving its
language accuracy and sophistication as technology advances. Consequently, AI technologies play
a pivotal role in strengthening the teaching and learning of foreign languages (Yingsoon, 2021).
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Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
Fitria (2021) mentioned that there is a wide range of language learning applications powered
by Articial Intelligence (AI) technology available for both English educators and learners. Some
examples of AI-driven tools that can be utilized in English language learning include:
1. Google Translate: Google Translate supports translation in up to 50 languages and
allows users to translate entire documents. Additionally, it can pronounce words in the
target language and provide word denitions. With the mobile “translate” app, users can
instantly translate street signs, while the platform also oers website translation across
multiple languages.
2. Duolingo: it is an online platform designed for learning foreign languages. is
language-learning application employs a gamied approach, engaging users through
word-matching exercises and sentence completion tasks. is approach is intended to
teach essential grammar, vocabulary, and phrases in context.
3. Vidnoz: this platform creates on-screen avatars that narrate stories, enhancing videos with
a more human touch and interactive experience. All Vidnoz AI avatars are modeled after
real individuals, featuring precise lip synchronization and natural gestures. Additionally,
users have the option to create a custom avatar that resembles themselves.
Chapter II: Methodology
is present research is framed as an action oriented research project employing mixed methods
approach, integrating both qualitative and quantitative data to obtain a comprehensive understanding
of the research phenomenon. e design places particular emphasis on the active participation of
the students, whose involvement was essential throughout the instructional intervention. In this
sense, the study is grounded in the principles of Participatory Action Research (PAR), a research
paradigm that seeks not only to examine educational practices but also to promote meaningful
change within a specic learning context.
On the other hand, the study involved the participation of 47 students enrolled in the rst
year of Bachillerato General Unicado (BGU) at Combatientes de Tapi High School in Riobamba
city. ese students were divided into two groups: the experimental group, which consisted of 23
students, and the control group, which comprised 24 students, resulting in 47 participants. e
students’ ages typically ranged between 15 and 16 years old.
is research was carried out for two weeks by using 4 communicative strategies proposed
by (Finocchiaro & Brurnt, 1983) such as role-plays, describing pictures, reading aloud a short
text and giving an opinion for 2 weeks during 4 periods. Additionally, the experimental group used
Vidnoz platform for developing the communicative strategies. is current study was based on the
topic “Christmas Holiday” matched with the period of vacation during December and learners
could talk about them comfortably.
Pre-Test and Post-Test: A preliminary assessment, or pre-test, was administered concurrently to
both experimental and control groups to ascertain the initial prociency levels of the students in
spoken English. Subsequently, the post-test was carried out to the experimental group underwent
instruction in English guided by the Communicative Approach, while the control group adhered
to the traditional approach. e assessment methodology adopted adhered to the assessment
39
Communicative language teaching and articial intelligence
on the development of the speaking skill in senior high school
students
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
principles delineated by (English & Symonds, 2016), which encompass validity, reliability, impact,
and practicality.
Results and discussion
Results: e data analysis was conducted using the SPSS program. Each scale within the survey
underwent coding. Individual items were assigned numerical codes, such that, for instance, the
statement “I have done it” corresponds to code 4, while “I don’t like this type of activity” corresponds
to code 1. e analysis of results involved participants responding to questions based on their
perspectives on role-plays and Vidnoz platform.
Role-playing activities involve assigning roles to students who then improvise a scene or
exchange based on provided information or clues.
Weekly changes occurring in psychological dimension.
In the rst week, the students worked in groups of four and were asked to express their
opinions about the following statement “Some people prefer to take a job that does not pay well
but does provide a lot of time o from work. What is your opinion about taking a job with a low
salary that has a lot of vacation time? Give reasons for your opinion”.
Table 1
Psychological changes
Psychological Items
Week 1 Week 2
Session1 Session 2 Session 1 Session 2
N° Ss’ % N° Ss’ % N° Ss’ % N° Ss’ %
e child looks nervous 10 29% 8 24% 7 21% 3 9%
e child reects his/her
emotion
4 12% 6 18% 10 29% 12 35%
e child seems willing to
talk
8 24% 9 26% 12 35% 16 47%
While the learner is talking,
she/he is uncomfortable
12 35% 11 32% 5 15% 3 9%
Total 34 100% 34 100% 34 100% 34 100%
Source: Author
is investigation reveals a critical issue in teaching spoken grammar. It is the uncertainty
that teachers often experience regarding their own prociency in spoken language, leading them
to avoid using the target language in class and oering limited opportunities for students to
engage in spoken communication. Dewaele (2017) posited that speakers often appear nervous
and uncomfortable due to the persistent inuence of anxiety among learners throughout the
40
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
teaching-learning process. Hence, 35% of the learners felt uncomfortable and nervous during the
activities in the rst week. Moreover, MacIntyre, and Serroul (2015) propose that when learners
encounter lexical or grammar diculties, there emerges a dynamic interplay between motivation
and anxiety. On the other hand, just 12% of the students showed encouragement to participate
in these communicative activities. One possible explanation is that they possessed prior experience
and self-condence in similar tasks, enabling them to articulate their thoughts eectively in the
target language.
is outcome supports previous research suggesting that familiarity with communicative
practices fosters autonomy and reduces aective barriers in oral production. Unlike studies that
report uniform gains in speaking condence through communicative instruction alone, the present
ndings suggest that eectiveness of CLT based activities may depend on learners’ aective readiness
and previous experiences. ese results highlight the need for future research to explore strategies
that systematically address speaking anxiety within communicative and technology supported
frameworks.
Weekly changes occurring in physical dimension
During the rst week, the activities were evaluated in terms of the physical dimension.
ere were some negative behaviors in the experimental group because the physical factors observed
in the rst week include common speech mistakes such as word swallowing, sentence repetition,
responding to questions with repeated sentences, and a decrease in comprehensibility.
Table 2
Physical changes
Physical Items
Week 1 Week 2
Session1 Session 2 Session 1 Session 2
N° Ss’ % N° Ss’ % N° Ss’ % N° Ss’ %
e teenager makes eye
contact with the listener.
5 15% 12 35% 18 53% 29 85%
e teenager is sitting
properly.
22 65% 25 74% 29 85% 31 91%
e teenager uses gestures
and mimics properly while
speaking.
6 18% 15 44% 18 53% 24 71%
e teenager adjusts his/her
tone of voice according to the
content of the speech.
5 15% 10 29% 15 44% 26 76%
Source: Author
Ortega (2009) and Horwitz, Horwitz, and Cope (1986) dened that learning a language
compromises “a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to
classroom language learning arising from the uniqueness of the language learning process” (p. 128).
On the other side, the second week had critical changes based on physical factors and one of them
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Communicative language teaching and articial intelligence
on the development of the speaking skill in senior high school
students
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
occurred while speaking, the teenager takes long pauses to express his thoughts. e average in the
rst week was 88% but during the last sessions, the percentage decreased at 71%.
Weekly changes occurring in the grammar and spelling dimension
During the initial week, adverse alterations were observed in the academic performance of
students concerning certain aspects within the grammar dimension. ese elements encompassed
an augmentation in the utilization of concise sentences, repetition of sentences, and provision of
brief responses to questions.
Table 3
Grammar and spelling changes
Grammar and spelling
Items
Week 1 Week 2
Session1 Session 2 Session 1 Session 2
N° Ss’ % N° Ss’ % N° Ss’ % N° Ss’ %
e teenager makes long
sentences.
5 15% 5 15% 7 21% 11 32%
e teenager makes short
sentences.
27 79% 26 76% 24 71% 19 56%
e teenager uses unnecessary
words causing problems in
expression.
27 79% 27 79% 25 74% 20 59%
e teenager repeats
sentences (parrot talk)
28 82% 27 79% 23 68% 21 62%
Source: Author
e grammar and spelling factors showed in the rst week are common during
communicative activities. It happens because the main problem faced by learners is grammar,
followed by pronunciation, vocabulary, uency and comprehension (Hadijah, 2014). Another
investigation made by Kayum (2015) refers about errors in speaking activities and he thinks that
teachers play an important role in the process because they must correct students’ errors during
their interventions.
However, it is necessary to let learners the chance to do self-correction. In addition,
improving the students’ errors in speaking performance is necessary to analyze the pronunciation,
structure, vocabulary and uency. is underscores the need for future research examining how
gradual scaolding and aective support can mitigate physical and cognitive in early stages of
spoken interaction.
Students’ perception of Vidnoz platform
e chart reveals that the vast majority of students (94%) feel comfortable using the
VIDNOZ platform, mainly because it allows them to design an avatar and use photographs that
simulate natural speech. ese features create a less intimidating environment for practicing English,
while also encouraging active participation and motivation in the learning process. Only 6% of the
42
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
students reported feeling fear or discomfort, a response that can be linked to the common anxiety
experienced when using new technologies or practicing oral communication in a foreign language.
Figure 1
Use of AI platform
Source: Author
ese ndings are consistent with previous studies that emphasize how innovative digital
tools can reduce communication barriers and increase learners’ condence when interacting in the
target language (Zawacki et al., 2019). Research has also highlighted that platforms incorporating
avatars or speech simulations provide immersive and personalized learning experiences, which
are particularly benecial for learners at lower prociency levels (Li, 2022). Similarly, the use of
visual representations or virtual characters oers learners a safe space to rehearse pronunciation
and uency, two essential components of oral competence (Godwin-Jones, Emerging technologies:
Articial intelligence and language learning, 2020).
In conclusion, the evidence suggests that platforms such as VIDNOZ have signicant
potential to improve students’ attitudes toward English learning by lowering communication
anxiety and fostering learner autonomy. However, attention should also be given to the minority
who experience fear, ensuring that the integration of such tools remains inclusive and responsive to
diverse learner needs.
Conclusions
• is research summarized the application of the CLT Approach and teaching cycle
for developing speaking skills, which have a set of techniques and steps to follow
in the classes to improve learners’ uency in speaking English. Quantitative results
revealed a clear improvement in students’ speaking performance, as evidenced by the
increase in post-test scores compared to the pre-test results. ese measurable gains
43
Communicative language teaching and articial intelligence
on the development of the speaking skill in senior high school
students
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
conrm that the systematic implementation of CLT based activities contributed
signicantly to the development of learners’ spoken English.
• e study details information about Communicative Language Teaching, its
origins, the changes and evolution this approach has had. It also shares dierent
researchers’ opinions about how learners acquire the language through CLT.
• CLT has positive changes in the students’ speaking skill. Students got interest for
speaking activities. For instance, the learners adjusted their voice tones better and
the audibility of their voices increased. ese changes happened when teachers
design a good lesson plan and follow the phases correctly including articial
intelligence tools. In addition, it synthesizes the perspectives of various scholars
on how language acquisition occurs within a CLT framework, emphasizing the
role of meaningful interaction, communicative competence, and learner centered
practices in the development of spoken language.
• Concerning to set tasks for developing a CLT approach for speaking skills;
role plays, describing pictures, sharing opinions, and reading aloud the text
are helpful and meaningful activities for learners. is study demonstrates that
these communicative tasks eectively engaged learners in expressing their ideas
and strengthening their self-condence, particularly when supported by articial
intelligence based platforms.
• Finally, the students showed improvement in terms of grammar dimension using
Vidnoz platform. By the end of the intervention, learners were able to respond
to questions using longer and more structurally accurate sentences, reecting
signicant progress in their speaking skills. Overall, the study demonstrate the
positive impact of the CLT instructional cycle combined with articial intelligence
tools in enhancing oral language development within EFL contexts.
Recommendations
• Integrate CLT systematically in lesson planning. Teachers should consistently
design lessons following the phases of Communicative Language Teaching (CLT).
A structured sequence that includes pre-task, task, and post-task stages fosters
greater uency and accuracy in learners’ oral production (Richards & Rodgers,
2014).
• Prioritize communicative activities to enhance uency. Activities such as role- plays,
picture description, opinion sharing, and reading aloud should be incorporated
regularly. ese tasks encourage interaction, promote condence, and provide
meaningful contexts for learners to practice oral English (Littlewood, 2013).
• Balance communicative practice with technology. While technology-supported
tools like VIDNOZ can enrich speaking practice, teachers should combine
them with traditional classroom interaction. is balance ensures that students
benet from both digital resources and face-to-face communication opportunities
(Godwin-Jones, Emerging technologies: Articial intelligence and language
learning, 2020).
• Focus on the development of prosody and voice projection. Since students
improved their tone and audibility through CLT activities, teachers are encouraged
44
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
to design exercises that integrate pronunciation, intonation, and volume. ese
aspects support clearer communication and stronger oral performance (Celce &
Goodwin, 2010).
• Provide ongoing feedback on grammar within speaking tasks. e ndings indicate
that students produced longer and more complex sentences during the study.
erefore, teachers should oer constructive feedback on grammar while learners
engage in speaking activities, reinforcing both uency and accuracy (Ellis, 2009).
45
Communicative language teaching and articial intelligence
on the development of the speaking skill in senior high school
students
Chacha, S., & Tenezaca, E. (julio - diciembre 2026). Communicative language teaching and articial intelligence on the development of the speaking
skill in senior high school students. Sathiri, 21 (2), 30 – 46. https://doi.org/10.32645/13906925.1485
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