Abusahyon, A., AlShorman, O., & Al-Absi, B. (2023). Investigating the impact of ai- driven chatbots on the acquisition of English as a foreign language among Saudi undergraduate students. International Journal of Membrane Science and Technology, 10(2), 3075-3088. https://doi.org/10.15379/ijmst.v10i2.3049
Almehmadi, W. (2024). Exploring the potential of AI techniques in teaching English as a foreign language: A systematic literature review. Asian Journal of Social Sciences and Management Studies, 11(2), 22-31. https://doi.org/10.20448/ajssms.v11i2.5576
Aufi, A., Naqvi, S., & Naidu, V. (2023). Integrating HTML5-based speech recognition with learning management system to enhance EFL learners’ pronunciation skills. Journal of Teaching English for Specific and Academic Purposes, 507. https://doi.org/10.22190/jtesap230621038a
Baskara, F. (2023). Chatbots and flipped learning: Enhancing student engagement and learning outcomes through personalised support and collaboration. IJORER International Journal of Recent Educational Research, 4(2), 223-238. https://doi.org/10.46245/ijorer.v4i2.331
Belda-Medina, J., & Calvo‐Ferrer, J. (2022). Using chatbots as AI conversational partners in language learning. Applied Sciences, 12(17), 8427. https://doi.org/10.3390/app12178427
Burhanuddin, B., Hudriati, A., & Juniansyah, D. (2023). EFL higher education students’ psychological factor in speaking classroom activities at Universitas Muslim Indonesia: A research report. ELT Worldwide Journal of English Language Teaching, 10(1), 52. https://doi.org/10.26858/eltww.v10i1.38370
Chen, H. (2011). Developing and evaluating an oral skills training website supported by automatic speech recognition technology. Recall, 23(1), 59-78. https://doi.org/10.1017/s0958344010000285
Cislowska, A., & Acuña, B. (2024). Integration of chatbots in additional language education: A systematic review. European Journal of Educational Research, 13(4), 1607-1625. https://doi.org/10.12973/eu-jer.13.4.1607
Danelova, G., & Astaduryan, A. (2023). Applying information and communication technology in the teaching of foreign language to maritime cadets. SHS Web of Conferences, 164, 00078. https://doi.org/10.1051/shsconf/202316400078
Doğan, Y., & Tuncer, M. (2016). Examination of foreign language classroom anxiety and achievement in foreign language in Turkish university students in terms of various variables. Journal of Education and Training Studies, 4(5). https://doi.org/10.11114/jets.v4i5.1337
Duong, T., & Suppasetseree, S. (2024). The effects of an artificial intelligence voice chatbot on improving Vietnamese undergraduate students’ English speaking skills. International Journal of Learning Teaching and Educational Research, 23(3), 293-321. https://doi.org/10.26803/ijlter.23.3.15
Durak, H., & Onan, A. (2023). An examination of studies on the use of chatbot technology in the field of education. International Conference on Applied Engineering and Natural Sciences, 1(1), 121-124. https://doi.org/10.59287/icaens.978
Folk, D., Wu, C., & Heine, S. (2023). Cultural variation in attitudes towards social chatbots. https://doi.org/10.31234/osf.io/wc895
Gámez, M. (2023). Code-switching as a learning strategy for EFL learners. International Journal of Linguistics Literature and Translation, 6(10), 95-103. https://doi.org/10.32996/ijllt.2023.6.10.13
Ganschow, L., & Sparks, R. (1996). Anxiety about foreign language learning among high school women. Modern Language Journal, 80(2), 199-212. https://doi.org/10.1111/j.1540-4781.1996.tb01160.x
Gąsior, K. (2021). Why has phonodidactics become “the neglected orphan” of ESL / EFL pedagogy? Explaining methodology- and elf-related motives behind a reluctance towards pronunciation teaching. Crossroads a Journal of English Studies, 33(2), 20-38. https://doi.org/10.15290/cr.2021.33.2.02
Gutiérrez, L. (2023). Artificial intelligence in language education: Navigating the potential and challenges of chatbots and nlp. RSELTL, 1(3), 180-191. https://doi.org/10.62583/rseltl.v1i3.44
Guzikova, M. (2021). Preparing multilingual professionals: Deficiencies and prospects of foreign language education at Russian universities. Kne Social Sciences. https://doi.org/10.18502/kss.v5i2.8399
Han, J., Park, J., & Lee, H. (2022). Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: A quasi-experimental study. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03898-3
Höl, D., & Kasımi, Y. (2022). A growing dilemma: English speaking anxiety-in-EFL classrooms: A review of research. Rumelide Dil Ve Edebiyat Araştırmaları Dergisi, 28, 421-438. https://doi.org/10.29000/rumelide.1132581
Kim, H., Kim, N., & Cha, Y. (2021). Is it beneficial to use AI chatbots to improve learners’ speaking performance? The Journal of Asiatefl, 18(1), 161-178. https://doi.org/10.18823/asiatefl.2021.18.1.10.161
Kuhail, M., Alturki, N., Alramlawi, S., & Alhejori, K. (2022). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28(1), 973-1018. https://doi.org/10.1007/s10639-022-11177-3
Kusuma, I. (2022). EFL preservice teachers’ technology integration in managing and teaching speaking skills during emergency remote teaching. Profile Issues in Teachers Professional Development, 24(2), 149-165. https://doi.org/10.15446/profile.v24n2.97497
Li, H., & Cheng, Y. (2023). A study on the correlation of English academic emotions and English study engagement-foreign language peace of mind as the mediator in Chinese context. Open Journal of Social Sciences, 11(11), 174-185. https://doi.org/10.4236/jss.2023.1111011
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. Modern Language Journal, 92(1), 71-86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
Mahdavi, A., Amanzadeh, M., Hamedan, M., & Naemi, R. (2023). Artificial intelligence-based chatbots to combat Covid-19 pandemic: A scoping review. Shiraz E-Medical Journal, 24(11). https://doi.org/10.5812/semj-139627
Mahmoud, R. (2022). Implementing AI-based conversational chatbots in EFL speaking classes: An evolutionary perspective. https://doi.org/10.21203/rs.3.rs-1911791/v1
Minalla, A. (2022). From EFL teachers’ perspective: impact of EFL learners’ demotivation on interactive learning situations at EFL classroom contexts. English Language Teaching, 15(3), 1. https://doi.org/10.5539/elt.v15n3p1
Minh, N., & Khanh, L. (2024). Using artificial intelligence tools for developing conversational skills for English majors. European Modern Studies Journal, 8(2), 461-469. https://doi.org/10.59573/emsj.8(2).2024.40
Molgat‐Seon, Y., Dominelli, P., Peters, C., Kipp, S., Welch, J., Parmar, H., … & Sheel, A. (2022). Predictors of expiratory flow limitation during exercise in healthy males and females. Medicine & Science in Sports & Exercise, 54(9), 1428-1436. https://doi.org/10.1249/mss.0000000000002938
Moxon, S. (2024). All-talk: Enhancing EFL pronunciation with Microsoft azure speech services. Abac Journal, 44(4). https://doi.org/10.59865/abacj.2024.58
Mujiono, M., Poedjosoedarmo, S., Subroto, E., & Wiratno, T. (2013). Code switching in English as foreign language instruction practiced by the English lecturers at universities. International Journal of Linguistics, 5(2). https://doi.org/10.5296/ijl.v5i2.3561
Mushaddiq, M., Noni, N., Abdullah, A., & Tahir, M. (2024). Exploring EFL students' creativity and engagement with AI chatbot in web-based English course. glens, 2(1), 19-27. https://doi.org/10.61220/glens.v2i1.591
Nguyen, L., Bui, H., Duong, U., & Le, T. (2021). Teachers’ and learners’ beliefs about pronunciation instruction in tertiary English as a foreign language education. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.739842
Nguyen, V., Phong, L., & Khanh, N. (2023). The impact of ai chatbots on customer trust: an empirical investigation in the hotel industry. Consumer Behavior in Tourism and Hospitality, 18(3), 293-305. https://doi.org/10.1108/cbth-06-2022-0131
Nurmayasari, D. (2024). Leveraging artificial intelligence technology: Introducing Speak.Google as a digital speaking assistant for EFL students. Strategy Jurnal Inovasi Strategi Dan Model Pembelajaran, 4(1), 14-18. https://doi.org/10.51878/strategi.v4i1.2927
Panesar, K. (2020). Conversational artificial intelligence - demystifying statistical vs linguistic NLP solutions. Journal of Computer-Assisted Linguistic Research, 4(1), 47. https://doi.org/10.4995/jclr.2020.12932
Patra, B., & Kumar, M. (2020). Natural language processing in chatbots: A review. Turkish Journal of Computer and Mathematics Education (Turcomat), 11(3), 2890-2894. https://doi.org/10.61841/turcomat.v11i3.14655
Paudel, P. (2024). Embracing opportunities and navigating challenges: Teaching pronunciation in the EFL context of Nepal. KMC Journal, 6(2), 85-105. https://doi.org/10.3126/kmcj.v6i2.68892
Qiu, W., Chit, L., Jamil, N., Thway, M., Hwee, S., Zhang, L., … & Lai, J. (2024). A systematic approach to evaluate the use of chatbots in educational contexts: learning gains, engagements and perceptions. Computers, 14(7), 270. https://doi.org/10.3390/computers14070270
Rahimi, A., & Quraishi, P. (2019). Investigating EFL students’ poor speaking skills at Kandahar university. American International Journal of Education and Linguistics Research, 2(2), 1-9. https://doi.org/10.46545/aijelr.v2i2.76
Rezai, A., Soyoof, A., & Reynolds, B. (2024). Disclosing the correlation between using ChatGPT and well‐being in EFL learners: Considering the mediating role of emotion regulation. European Journal of Education, 59(4). https://doi.org/10.1111/ejed.12752
Shaalan, I., & Ahmad, A. (2024). Linguistic competence among Egyptian vs. Saudi EFL majors in light of utilizing artificial intelligence technology. International Journal of Computer-Assisted Language Learning and Teaching, 14(1), 1-19. https://doi.org/10.4018/ijcallt.361771
Shazly, R. (2021). Effects of artificial intelligence on English speaking anxiety and speaking performance: A case study. Expert Systems, 38(3). https://doi.org/10.1111/exsy.12667
Sun, W. (2023). The impact of automatic speech recognition technology on second language pronunciation and speaking skills of EFL learners: A mixed methods investigation. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1210187
Szyszka, M. (2016). English pronunciation teaching at different educational levels: Insights into teachers’ perceptions and actions. Research in Language, 14(2), 165-180. https://doi.org/10.1515/rela-2016-0007
Wang, Y. (2023). Correlation between foreign language classroom anxiety and foreign language achievement of freshman and teaching enlightenment: A case study of Chinese medical students. Journal of Education Humanities and Social Sciences, 24, 193-198. https://doi.org/10.54097/t9x0xg87
Wang, Y., & Sun, P. (2024). Development and validation of scales for speaking self-efficacy: Constructs, sources, and relations. Plos One, 19(1), e0297517. https://doi.org/10.1371/journal.pone.0297517
Winarti, N., Monika, M., & Yundayani, A. (2019). English pronunciation learning in EFL context: students’ voice. Jell (Journal of English Language and Literature) Stiba-Iec Jakarta, 4(2), 68-73. https://doi.org/10.37110/jell.v4i02.82
Wu, T., & Yu, Z. (2024). Bibliometric and systematic analysis of artificial intelligence chatbots’ use for language education. Journal of University Teaching and Learning Practice, 21(06). https://doi.org/10.53761/6jmnst54
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212
Yang, H., Kim, H., Lee, J., & Shin, D. (2022). Implementation of an AI chatbot as an English conversation partner in EFL speaking classes. Recall, 34(3), 327-343. https://doi.org/10.1017/s0958344022000039
Ye, Y., Deng, J., Liang, Q., & Liu, X. (2022). Using a smartphone-based chatbot in EFL learners' oral tasks. International Journal of Mobile and Blended Learning, 14(1), 1-17. https://doi.org/10.4018/ijmbl.299405
Yin, J., Goh, T., & Hu, Y. (2024). Interactions with educational chatbots: The impact of induced emotions and students’ learning motivation. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00480-3
Young, J., & Shishido, M. (2023). Investigating OpenAI’s ChatGPT potentials in generating chatbot's dialogue for English as a foreign language learning. International Journal of Advanced Computer Science and Applications, 14(6), 65-72. https://doi.org/10.14569/ijacsa.2023.0140607
Yusup, M., & Kurniawan, R. (2024). Understanding the impact of chatbot technology in learning: Analysis of utilization at SMA Negeri 5 Binjai. JITCSE, 1(1), 49-55. https://doi.org/10.61306/jitcse.v1i1.8
Zhu, H. (2023). A comparative study of managing learning opportunity in EFL classroom. International Journal of English Linguistics, 13(2), 48. https://doi.org/10.5539/ijel.v13n2p48
Zou, B., Du, Y., Wang, Z., Chen, J., & Zhang, W. (2023). An investigation into artificial intelligence speech evaluation programs with automatic feedback for developing EFL learners’ speaking skills. Sage Open, 13(3). https://doi.org/10.1177/21582440231193818