Use of Chatbots and Virtual Assistants to Improve Oral Fluency in English
DOI:
https://doi.org/10.56200/mried.v4i11.10079Keywords:
google assistant, education, english, technology, chatbotsAbstract
English proficiency is important, especially oral fluency; using virtual assistants such as Google Assistant can enhance this skill, reducing anxiety and generating motivation to practice regularly. This study aimed to analyze how the systematic use of Google Assistant influences the oral fluency in English of students from specialized institutes, overcoming common barriers in Ecuadorian educational contexts. A qualitative phenomenological-descriptive approach was employed; fifteen teachers from six institutes in Quito participated through semi-structured interviews, using inductive thematic analysis to explore perceptions about Google Assistant's impact on oral fluency. Results indicate that Google Assistant increased student motivation for oral practice, enhancing communicative confidence and reducing language anxiety, despite its limited use among interviewed teachers. The study concludes that Google Assistant improves oral fluency and communicative confidence, yet requires technological infrastructure, specific teacher training, and clear policies to bridge the gap between recognition and effective application in educational contexts.
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