AI or not to AI in Resource-Constrained Contexts? Exploring the Impact of AI-Mediated Feedback on the EFL Speaking Proficiency of Bangladeshi Undergraduate Learners

Authors

  • MD Nahid Hasan
  • Khadija Akter Onee
  • Shakila Akter
  • Nujhat Aslam Nieon
  • Pragga Paromita Bose
  • Zannatul Ferdushie
  • Md. Ismaile Hossain

Keywords:

AI-generated feedback; EFL speaking; speaking proficiency; learner perception; Bangladesh

Abstract

Developing English-speaking proficiency remains challenging in Bangladesh because teacher-centred instruction, large class sizes, and limited opportunities for individualised feedback constrain the speaking practice of learners. Although AI-mediated feedback has shown promise for supporting language learning, its effectiveness in resource-constrained English as a Foreign Language (EFL) context remains underexplored. This study investigated the impact of SmallTalk2Me, an AI-mediated speaking platform, on the speaking proficiency, fluency, and perceptions of Bangladeshi tertiary-level EFL learners. Using a one-group pretest–posttest pre-experimental design, 28 undergraduate students completed IELTS speaking tests before and after a three-week intervention, while speaking fluency was measured using words per minute (WPM) and the perceptions of learners were examined through a post-intervention survey. The findings showed significant improvements in IELTS speaking scores (5.75–6.38, p <.001, d = 0.93) and speaking fluency (84.50–93.10 WPM, p <.001, d = 1.15), alongside positive perceptions of AI-mediated feedback. However, variation in learning outcomes, concerns regarding feedback reliability, and the lack of human interaction suggest that AI-mediated feedback is most effective when integrated with contextualised learning opportunities and teacher support. The study contributes empirical evidence from a resource-constrained EFL context and highlights the potential of AI as a complementary tool for speaking development rather than a replacement for teachers.

https://doi.org/10.26803/ijlter.25.9.16

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2026-09-30

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Hasan, M. N. ., Onee, K. A. ., Akter, S., Nieon, N. A. ., Bose, P. P. ., Ferdushie, . Z. ., & Hossain, M. I. (2026). AI or not to AI in Resource-Constrained Contexts? Exploring the Impact of AI-Mediated Feedback on the EFL Speaking Proficiency of Bangladeshi Undergraduate Learners. International Journal of Learning, Teaching and Educational Research, 25(9), 400–423. Retrieved from https://www.ijlter.myres.net/index.php/ijlter/article/view/3052

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Vol. 25 No. 9 (2026): September 2026

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