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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 25, No. 0, pp.1353-1377
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2025
Received 19 Aug 2025 Revised 11 Sep 2025 Accepted 10 Oct 2025
DOI: https://doi.org/10.15738/kjell.25..202510.1353

AI-Supported Language Learning for Developing English Listening and Speaking Skills and ChatGPT Literacy

Hea-Suk Kim
Associate Professor, College of General Education Seoul Women’s University, Tel: 02-970-7862 shskim@swu.ac.kr


© 2025 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study explored the impact of AI-supported instruction on the development of English communicative skills and ChatGPT literacy among Korean university students in an EFL context. In the spring semester of 2024, the experiment was conducted with students enrolled in a college English course and lasted for one semester. Participants were divided into a control group (N = 25), who practiced speaking through face-to-face conversations, and an experimental group (N = 26), who engaged in practice using ChatGPT. Data were collected through pre- and post-tests in speaking and listening, as well as surveys assessing ChatGPT literacy. While both groups showed significant within-group improvement in speaking and listening skills, no statistically significant differences between them. However, learners in the ChatGPT group demonstrated notably higher gains in speaking performance. The experimental group showed growth across five domains of ChatGPT literacy: technical proficiency, critical evaluation, communication proficiency, creative application, and ethical competence. Learners reported overall positive experiences, citing improved speaking skill, increased confidence, convenience, and engagement, while also noting limitations such as technical issues and occasional inaccuracies. These findings offer deeper insights into AI-integrated language instruction and highlight the importance of prompt literacy and pedagogical support in fostering autonomous learning in digital contexts.

Keywords:

Generative AI, ChatGPT, speaking, listening, ChatGPT literacy, perception

Acknowledgments

This work was supported by a research grant from Seoul Women’s University (2025-0132).

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