This study explores the integration of ChatGPT, OpenAI’s conversational AI, into English as a Foreign Language (EFL) classrooms at Korean universities, focusing on student interactions and language learning strategy preferences. It categorises interactions using the Strategy Inventory for Language Learning (SILL) and Strategic Self-Regulation (S2R) frameworks to evaluate the pedagogical effectiveness of AIassisted learning. Ninety-nine university students participated in training sessions with ChatGPT prompts tailored to different learning strategies. Data were collected through surveys, chat transcripts, and qualitative feedback. Results indicate frequent student interactions with ChatGPT, averaging 4.49 strategies in initial training chats. Compensatory strategies like error correction and adaptive difficulty received high ratings, while social strategies were rated lowest. Metacognitive strategies, especially planning and summarising, were also well-received. The study concludes that ChatGPT supports diverse learning strategies, enhancing linguistic competence and promoting self-regulated learning. However, limitations such as AI accuracy and authenticity issues highlight the need for continued human interaction in language education.

This study examined effects of pronunciation training using automatic speech recognition technology on common pronunciation errors of Korean English learners. Participants were divided into two groups. One group was given instruction and training about the use of automatic speech recognition for pronunciation practice. The other group was not given such instruction or training as a control group. A pre- and post-test experimental design was used. The treatment period was four weeks. Participants who were taught about using automatic speech recognition for pronunciation practice showed small but significant improvements in pronunciation accuracy than those who did not. In addition, automatic speech recognition was found to assist in the diagnostic evaluation of common pronunciation errors, although it did not produce statistically significant improvements. Participants responded positively to the use of automatic speech recognition for pronunciation practice and testing, although there remain some concerns over technical aspects of the test.

This study utilized Automated Speech Recognition technology to determine the potential utility and acceptance of such technology in the English as a Foreign Language classroom. Learners were made aware of the Automatic Speech Recognition potential of their mobile devices and provided with some direction in, and incentive for, its use. Participants were then scored on their assessment of the technology according to the Technology Acceptance Model. Participants showed a marked appreciation for the ease and utility of the technology with over 72% agreeing that the technology was both accessible and useful. Support for the use of Automatic Speech Recognition as a testing method was somewhat mixed, with 75% of participants agreeing that the testing was fair, but only 60% reporting that they felt they did well on the test. As a secondary point of interest, this study examined the potential use of Automatic Speech Recognition technology for teaching and testing pronunciation.