SO SÁNH NHẬN XÉT CỦA GIÁO SINH VỚI PHẢN HỒI CỦA ỨNG DỤNG TRÍ TUỆ NHÂN TẠO ĐỐI VỚI BÀI THI NÓI IELTS
Nội dung chính của bài viết
Tóm tắt
Việc tích hợp AI, đặc biệt là các ứng dụng nhận diện giọng nói tự động, vào việc đánh giá kỹ năng nói đang nhận được nhiều sự quan tâm. Nghiên cứu này phân tích và so sánh nhận xét từ Chat-GPT 4o, ELSA Speech Analyzer và ba giáo sinh trong phần nói IELTS của một học viên. Nghiên cứu định lượng này thu được 27 nhận xét từ ba nguồn trên, và dữ liệu được phân tích theo khung đánh giá của Steiss et al. (2024). Tất cả nhận xét đều mang tính tích cực và tuân thủ các tiêu chí đánh giá của IELTS. Tuy nhiên, Chat-GPT tập trung vào lỗi ngữ pháp, từ vựng và bỏ qua lỗi về phát âm. Công cụ này không nhận diện được lời nói và chỉ nhận xét dựa trên giả định về các lỗi thường gặp. ELSA phản hồi chi tiết về phát âm, nhưng có thể gây quá tải thông tin. Trong khi đó, nhận xét của các giáo sinh tương đối toàn diện nhưng thiếu phần gợi ý cách luyện tập giúp người học tự cải thiện. Các giáo sinh đôi khi còn mắc lỗi về phát âm. Các phát hiện này khẳng định tầm quan trọng của việc kết hợp AI và yếu tố con người trong quá trình học ngôn ngữ nhằm đáp ứng được yêu cầu về cấu trúc và kỹ thuật cá nhân của học viên, giúp tạo môi trường học tập tích cực hơn.
Chi tiết bài viết
Từ khóa
nhận xét trì hoãn, ứng dụng nhận diện giọng nói tự động (ASR), Chat-GPT, ELSA Speech Analyzer, đánh giá kỹ năng nói IELTS
Tài liệu tham khảo
Anguera, X., Proença, J., Gulordava, K., Tarján, B., Parslow, N., Dobrovolskii, V., & Girard, R. (2023). ELSA Speech Analyzer: English Communication Assessment of Spontaneous Speech. In Proceedings of 9th Workshop on Speech and Language Technology in Education (SLaTE) (pp. 95-96).
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77-101.
Cao, S., & Zhong, L. (2023). Exploring the Effectiveness of ChatGPT-based Feedback Compared with Teacher Feedback and Self-feedback: Evidence from Chinese to English Translation. ArXiv (Cornell University). https://doi.org/10.48550/arxiv.2309.01645
Celik, B., Yildiz, Y., & Kara, S. (2025). Using ChatGPT as a Virtual Speaking Tutor to Boost EFL Learners’ Speaking Self-efficacy. Australian Journal of Applied Linguistics, 8(1), 102418. https://doi.org/10.29140/ajal.v8n1.102418
Darsih, E., Wihadi, M., & Hanggara, A. (2021). Using ELSA App in Speaking Classes: Students’ Voices. In Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020. https://doi.org/10.4108/eai.12-12-2020.2304993
Deng, J., & Lin, Y. (2022). The Benefits and Challenges of ChatGPT: An Overview. Frontiers in Computing and Intelligent Systems, 2(2), 81–83. https://doi.org/10.54097/fcis.v2i2.4465
Dennis, N. K. (2024). Using AI-Powered Speech Recognition Technology to Improve English Pronunciation and Speaking Skills. IAFOR Journal of Education, 12(2), 107–126. https://eric.ed.gov/?id=EJ1440171
Ellis, R. (2009). Corrective Feedback and Teacher Development. L2 Journal, 1(1), 3–18. https://doi.org/10.5070/l2.v1i1.9054
Fanselow, J. F. (1977). The Treatment of Error in Oral Work. Foreign Language Annals, 10(5), 583–593. https://doi.org/10.1111/j.1944-9720.1977.tb03035.x
Hattie, J. (1999). Influences on student learning Influences on student learning. University of Auckland.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Huang, J., & Li, S. (2023). Opportunities and Challenges in the Application of ChatGPT in Foreign Language Teaching. International Journal of Education and Social Science Research, 06(04), 75–89. https://doi.org/10.37500/IJESSR.2023.6406
Hyland, K., & Hyland, F. (2006). Feedback on Second Language Students’ Writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/s0261444806003399
Jacko, J. A. (Ed.). (2012). Human-computer Interaction Handbook: Fundamentals, Evolving Technologies, and Emerging Applications (3rd ed.). CRC Press
Jayanti, J. (2023). The Effectiveness of Elsa Speak Application to Improve Students’ Pronunciation Ability at Smpn 1 Tandukkalua. Repository Universitas Sulawesi Barat.
Jones, R. E., & Bourne, L. E. (1964). Delay of Informative Feedback in Verbal Learning. Canadian Journal of Psychology/Revue canadienne de psychologie, 18(4), 266.
Kenchakkanavar, A. Y. (2023). Exploring the Artificial Intelligence Tools: Realizing the Advantages in Education and Research. Journal of Advances in Library and Information Science, 12(4), 218-224.
Kulik, J. A., & Kulik, C.-L. C. (1988). Timing of Feedback and Verbal Learning. Review of Educational Research, 58(1), 79–97. https://doi.org/10.3102/00346543058001079
Ladkhdari, S. (2020). The Role of Teacher’s Feedback in Enhancing EFL Learners’ Speaking Skill: The Case of EFL Students at Biskra University. Univ-Biskra.dz. http://archives.univ-biskra.dz/handle/123456789/16138
Le, X. M., & Vo, K. H. (2014). Factors Affecting Secondary-School English Teachers’ Adoption of Technologies in Southwest Vietnam. Language Education in Asia, 5(2), 198–215. https://doi.org/10.5746/leia/14/v5/i2/a03/le_vo
Lehman, B., Gu, L., Zhao, J., Tsuprun, E., Kurzum, C., Schiano, M. A., Liu, Y., & G. Tanner Jackson. (2020). Use of Adaptive Feedback in an App for English Language Spontaneous Speech. Lecture Notes in Computer Science, 121, 309–320. https://doi.org/10.1007/978-3-030-52237-7_25
Li, S. (2010). The Effectiveness of Corrective Feedback in SLA: A Meta-Analysis. Language Learning, 60(2), 309–365.https://doi.org/10.1111/j.1467-9922.2010.00561.x
Loewen, S., Li S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second Language Learners’ Beliefs About Grammar Instruction and Error Correction. The Modern Language Journal, 93(1), 91–104. https://doi.org/10.1111/j.1540-4781.2009.00830.x
Lyster, R., & Saito, K. (2010). Oral Feedback in Classroom SLA: A Meta-Analysis. Studies in Second Language Acquisition, 32(2), 265–302. https://doi.org/10.1017/s0272263109990520
Mackey, A., Oliver, R., & Leeman, J. (2003). Interactional Input and the Incorporation of Feedback: An Exploration of NS–NNS and NNS–NNS Adult and Child Dyads. Language learning, 53(1), 35-66.
Magilow, D. H. (1999). Case Study #2: Error Correction and Classroom Affect. Die Unterrichtspraxis/Teaching German, 32(2), 125. https://doi.org/10.2307/3531752
McDonough, K. (2005). Identifying the Impact of Negative Feedback and Learners’ Responses on ESL Question Development. Studies in Second Language Acquisition, 27(1). https://doi.org/10.1017/s0272263105050047
Molloy, E. K., & Boud, D. (2014). Feedback Models for Learning, Teaching and Performance. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 413–424). Springer Science+Business Media. https://doi.org/10.1007/978-1-4614-3185-5
Muhonen, R. (2021). Using ASR Technology in English Pronunciation Teaching: Finnish Teachers’ and Pupils’ First Impressions. https://trepo.tuni.fi/bitstream/handle/10024/130750/MuhonenRiikka.pdf?sequence
Muhsin, A. (2016). The Effectiveness of Positive Feedback in Teaching Speaking Skill. Lingua Cultura, 10(1), 25. https://doi.org/10.21512/lc.v10i1.873
Muniandy, J., & Selvanathan, M. (2024). ChatGPT, a Partnering Tool to Improve ESL Learners’ Speaking Skills: Case Study in a Public University, Malaysia. Teaching Public Administration. https://doi.org/10.1177/01447394241230152
Nazaretsky, T., Mejia-Domenzain, P., Swamy, V., Frej, J., & Käser, T. (2024). AI or Human? Evaluating Student Feedback Perceptions in Higher Education. Lecture Notes in Computer Science, 284–298. https://doi.org/10.1007/978-3-031-72315-5_20
Nguyen, L. T. H. (2021). Teachers’ Perception of ICT Integration in English Language Teaching at Vietnamese Tertiary Level. European Journal of Contemporary Education, 10(3), 697–710. https://eric.ed.gov/?id=EJ1324207
Nguyen, T. M. N. (2022). Effects of Using Computer-Based Activities in Teaching English Speaking at a High School in Ho Chi Minh City, Vietnam. Social Science Research Network.
Nguyen, T. T. H. (2024). Examining the Issues of English-speaking Skills That University EFL Learners Face. International Journal of Advanced Multidisciplinary Research and Studies, 4(2), 36–40.
Nguyen, X. H., Le, T. T., Do, Đ. K., Hoang, Q. N., & Nguyen, T. T. H. (2024). Students’ Attitudes Toward Utilizing AI-based Technologies to Their Speaking Proficiency: A Case Study. Journal of Science, 21(5). https://doi.org/10.54607/hcmue.js.21.5.4270(2024)
Oliver, R., & Mackey, A. (2003). Interactional Context and Feedback in Child ESL Classrooms. The Modern Language Journal, 87(4), 519–533.
Oxford University Press. (n.d.). Feedback. In Oxford Learner’s Dictionaries. Retrieved April 20, 2025, from https://www.oxfordlearnersdictionaries.com/definition/english/feedback?q=feedback
Phan, T. K. T. (2021) Vietnamese Undergraduates’ Attitudes Towards the Use of Facebook for English Language Teaching and Learning. 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021), 181–195. https://doi.org/10.2991/assehr.k.210226.022
Renner, K. E. (1964). Delay of Reinforcement: A Historical Review. Psychological Bulletin, 61(5), 341.
Sallang, H., & Ling, Y. L. (2019). The Importance of Immediate Constructive Feedback on Students’ Instrumental Motivation in Speaking in English. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 1(2), 1–7. https://doi.org/10.33258/biolae.v1i2.58
Seßler, K., Bewersdorff, A., Nerdel, C., & Kasneci, E. (2025). Towards Adaptive Feedback with AI: Comparing the Feedback Quality of LLMs and Teachers on Experimentation Protocols. arXiv. https://arxiv.org/abs/2502.12842
Shabani, K., & Safari, F. (2016). Immediate vs Delayed Correction Feedback (CF) and Accuracy of Oral Production: The Role of Anxiety. Theory & Practice in Language Studies (TPLS), 6(11).
Sheen, Y. (2006). Exploring the Relationship Between Characteristics of Recasts and Learner Uptake. Language Teaching Research, 10(4), 361–392. https://doi.org/10.1191/1362168806lr203oa
Sholekhah, M. F. & Fakhrurriana, R. (2023). The Use of ELSA Speak as a Mobile-Assisted Language Learning (MALL) towards EFL Students’ Pronunciation. Journal of Education, Language Innovation, and Applied Linguistics, 2(2), 93–100. https://doi.org/10.37058/jelita.v2i2.7596
Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Carol Booth Olson. (2024). Comparing the Quality of Human and ChatGPT Feedback of Students’ Writing. Learning and Instruction, 91(no), 101894–101894. https://doi.org/10.1016/j.learninstruc.2024.10189
Taipale, P. (2012). Oral Errors, Corrective Feedback and Learner Uptake in an EFL Setting. https://jyx.jyu.fi/jyx/Record/jyx_123456789_37544
Tran, D. K., & Vu, T. K. C. (2024). Investigating Learners’ Perspectives on ELSA Speak Integration to Enhance Autonomy and Oral Language Proficiency in English Classes. Proceedings of the AsiaCALL International Conference, 6(6), 182–192. https://doi.org/10.54855/paic.24613
Tseng, S. S., & Yeh, H. C. (2019). The Impact of Video and Written Feedback on Student Preferences of English Speaking Practice. Language Learning & Technology, 23(2), 145–158. https://doi.org/10125/44687
Vo, L., & Vo, L. (2020). EFL Teachers’ Attitudes Towards the Use of Mobile Devices in Learning English at a University in Vietnam. SSRN Electronic Journal, 11(1). https://doi.org/10.2139/ssrn.3581340
Vu, T. Q., & Nguyen, D. H. (2021). Impacts of Feedback Posted on Google Classroom On Students’ Speaking Skill. TNU Journal of Science and Technology, 226(3), 58–63. https://doi.org/10.34238/tnu-jst.4088
Wang, Y. (2025). A Study on the Efficacy of ChatGPT-4 in Enhancing Students’ English Communication Skills. SAGE Open, 15(1). https://doi.org/10.1177/21582440241310644
Wirantaka, A. (2019). Investigating Written Feedback on Students’ Academic Writing. In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). https://doi.org/10.2991/icosihess-19.2019.1
Yildiz, C. (2024). ChatGPT Integration in EFL Education: A Path to Enhanced Speaking Self-Efficacy. Novitas-ROYAL (Research on Youth and Language), 18(2), 167–182. https://eric.ed.gov/?id=EJ1446766
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77-101.
Cao, S., & Zhong, L. (2023). Exploring the Effectiveness of ChatGPT-based Feedback Compared with Teacher Feedback and Self-feedback: Evidence from Chinese to English Translation. ArXiv (Cornell University). https://doi.org/10.48550/arxiv.2309.01645
Celik, B., Yildiz, Y., & Kara, S. (2025). Using ChatGPT as a Virtual Speaking Tutor to Boost EFL Learners’ Speaking Self-efficacy. Australian Journal of Applied Linguistics, 8(1), 102418. https://doi.org/10.29140/ajal.v8n1.102418
Darsih, E., Wihadi, M., & Hanggara, A. (2021). Using ELSA App in Speaking Classes: Students’ Voices. In Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020. https://doi.org/10.4108/eai.12-12-2020.2304993
Deng, J., & Lin, Y. (2022). The Benefits and Challenges of ChatGPT: An Overview. Frontiers in Computing and Intelligent Systems, 2(2), 81–83. https://doi.org/10.54097/fcis.v2i2.4465
Dennis, N. K. (2024). Using AI-Powered Speech Recognition Technology to Improve English Pronunciation and Speaking Skills. IAFOR Journal of Education, 12(2), 107–126. https://eric.ed.gov/?id=EJ1440171
Ellis, R. (2009). Corrective Feedback and Teacher Development. L2 Journal, 1(1), 3–18. https://doi.org/10.5070/l2.v1i1.9054
Fanselow, J. F. (1977). The Treatment of Error in Oral Work. Foreign Language Annals, 10(5), 583–593. https://doi.org/10.1111/j.1944-9720.1977.tb03035.x
Hattie, J. (1999). Influences on student learning Influences on student learning. University of Auckland.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Huang, J., & Li, S. (2023). Opportunities and Challenges in the Application of ChatGPT in Foreign Language Teaching. International Journal of Education and Social Science Research, 06(04), 75–89. https://doi.org/10.37500/IJESSR.2023.6406
Hyland, K., & Hyland, F. (2006). Feedback on Second Language Students’ Writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/s0261444806003399
Jacko, J. A. (Ed.). (2012). Human-computer Interaction Handbook: Fundamentals, Evolving Technologies, and Emerging Applications (3rd ed.). CRC Press
Jayanti, J. (2023). The Effectiveness of Elsa Speak Application to Improve Students’ Pronunciation Ability at Smpn 1 Tandukkalua. Repository Universitas Sulawesi Barat.
Jones, R. E., & Bourne, L. E. (1964). Delay of Informative Feedback in Verbal Learning. Canadian Journal of Psychology/Revue canadienne de psychologie, 18(4), 266.
Kenchakkanavar, A. Y. (2023). Exploring the Artificial Intelligence Tools: Realizing the Advantages in Education and Research. Journal of Advances in Library and Information Science, 12(4), 218-224.
Kulik, J. A., & Kulik, C.-L. C. (1988). Timing of Feedback and Verbal Learning. Review of Educational Research, 58(1), 79–97. https://doi.org/10.3102/00346543058001079
Ladkhdari, S. (2020). The Role of Teacher’s Feedback in Enhancing EFL Learners’ Speaking Skill: The Case of EFL Students at Biskra University. Univ-Biskra.dz. http://archives.univ-biskra.dz/handle/123456789/16138
Le, X. M., & Vo, K. H. (2014). Factors Affecting Secondary-School English Teachers’ Adoption of Technologies in Southwest Vietnam. Language Education in Asia, 5(2), 198–215. https://doi.org/10.5746/leia/14/v5/i2/a03/le_vo
Lehman, B., Gu, L., Zhao, J., Tsuprun, E., Kurzum, C., Schiano, M. A., Liu, Y., & G. Tanner Jackson. (2020). Use of Adaptive Feedback in an App for English Language Spontaneous Speech. Lecture Notes in Computer Science, 121, 309–320. https://doi.org/10.1007/978-3-030-52237-7_25
Li, S. (2010). The Effectiveness of Corrective Feedback in SLA: A Meta-Analysis. Language Learning, 60(2), 309–365.https://doi.org/10.1111/j.1467-9922.2010.00561.x
Loewen, S., Li S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second Language Learners’ Beliefs About Grammar Instruction and Error Correction. The Modern Language Journal, 93(1), 91–104. https://doi.org/10.1111/j.1540-4781.2009.00830.x
Lyster, R., & Saito, K. (2010). Oral Feedback in Classroom SLA: A Meta-Analysis. Studies in Second Language Acquisition, 32(2), 265–302. https://doi.org/10.1017/s0272263109990520
Mackey, A., Oliver, R., & Leeman, J. (2003). Interactional Input and the Incorporation of Feedback: An Exploration of NS–NNS and NNS–NNS Adult and Child Dyads. Language learning, 53(1), 35-66.
Magilow, D. H. (1999). Case Study #2: Error Correction and Classroom Affect. Die Unterrichtspraxis/Teaching German, 32(2), 125. https://doi.org/10.2307/3531752
McDonough, K. (2005). Identifying the Impact of Negative Feedback and Learners’ Responses on ESL Question Development. Studies in Second Language Acquisition, 27(1). https://doi.org/10.1017/s0272263105050047
Molloy, E. K., & Boud, D. (2014). Feedback Models for Learning, Teaching and Performance. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 413–424). Springer Science+Business Media. https://doi.org/10.1007/978-1-4614-3185-5
Muhonen, R. (2021). Using ASR Technology in English Pronunciation Teaching: Finnish Teachers’ and Pupils’ First Impressions. https://trepo.tuni.fi/bitstream/handle/10024/130750/MuhonenRiikka.pdf?sequence
Muhsin, A. (2016). The Effectiveness of Positive Feedback in Teaching Speaking Skill. Lingua Cultura, 10(1), 25. https://doi.org/10.21512/lc.v10i1.873
Muniandy, J., & Selvanathan, M. (2024). ChatGPT, a Partnering Tool to Improve ESL Learners’ Speaking Skills: Case Study in a Public University, Malaysia. Teaching Public Administration. https://doi.org/10.1177/01447394241230152
Nazaretsky, T., Mejia-Domenzain, P., Swamy, V., Frej, J., & Käser, T. (2024). AI or Human? Evaluating Student Feedback Perceptions in Higher Education. Lecture Notes in Computer Science, 284–298. https://doi.org/10.1007/978-3-031-72315-5_20
Nguyen, L. T. H. (2021). Teachers’ Perception of ICT Integration in English Language Teaching at Vietnamese Tertiary Level. European Journal of Contemporary Education, 10(3), 697–710. https://eric.ed.gov/?id=EJ1324207
Nguyen, T. M. N. (2022). Effects of Using Computer-Based Activities in Teaching English Speaking at a High School in Ho Chi Minh City, Vietnam. Social Science Research Network.
Nguyen, T. T. H. (2024). Examining the Issues of English-speaking Skills That University EFL Learners Face. International Journal of Advanced Multidisciplinary Research and Studies, 4(2), 36–40.
Nguyen, X. H., Le, T. T., Do, Đ. K., Hoang, Q. N., & Nguyen, T. T. H. (2024). Students’ Attitudes Toward Utilizing AI-based Technologies to Their Speaking Proficiency: A Case Study. Journal of Science, 21(5). https://doi.org/10.54607/hcmue.js.21.5.4270(2024)
Oliver, R., & Mackey, A. (2003). Interactional Context and Feedback in Child ESL Classrooms. The Modern Language Journal, 87(4), 519–533.
Oxford University Press. (n.d.). Feedback. In Oxford Learner’s Dictionaries. Retrieved April 20, 2025, from https://www.oxfordlearnersdictionaries.com/definition/english/feedback?q=feedback
Phan, T. K. T. (2021) Vietnamese Undergraduates’ Attitudes Towards the Use of Facebook for English Language Teaching and Learning. 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021), 181–195. https://doi.org/10.2991/assehr.k.210226.022
Renner, K. E. (1964). Delay of Reinforcement: A Historical Review. Psychological Bulletin, 61(5), 341.
Sallang, H., & Ling, Y. L. (2019). The Importance of Immediate Constructive Feedback on Students’ Instrumental Motivation in Speaking in English. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 1(2), 1–7. https://doi.org/10.33258/biolae.v1i2.58
Seßler, K., Bewersdorff, A., Nerdel, C., & Kasneci, E. (2025). Towards Adaptive Feedback with AI: Comparing the Feedback Quality of LLMs and Teachers on Experimentation Protocols. arXiv. https://arxiv.org/abs/2502.12842
Shabani, K., & Safari, F. (2016). Immediate vs Delayed Correction Feedback (CF) and Accuracy of Oral Production: The Role of Anxiety. Theory & Practice in Language Studies (TPLS), 6(11).
Sheen, Y. (2006). Exploring the Relationship Between Characteristics of Recasts and Learner Uptake. Language Teaching Research, 10(4), 361–392. https://doi.org/10.1191/1362168806lr203oa
Sholekhah, M. F. & Fakhrurriana, R. (2023). The Use of ELSA Speak as a Mobile-Assisted Language Learning (MALL) towards EFL Students’ Pronunciation. Journal of Education, Language Innovation, and Applied Linguistics, 2(2), 93–100. https://doi.org/10.37058/jelita.v2i2.7596
Steiss, J., Tate, T., Graham, S., Cruz, J., Hebert, M., Wang, J., Moon, Y., Tseng, W., Warschauer, M., & Carol Booth Olson. (2024). Comparing the Quality of Human and ChatGPT Feedback of Students’ Writing. Learning and Instruction, 91(no), 101894–101894. https://doi.org/10.1016/j.learninstruc.2024.10189
Taipale, P. (2012). Oral Errors, Corrective Feedback and Learner Uptake in an EFL Setting. https://jyx.jyu.fi/jyx/Record/jyx_123456789_37544
Tran, D. K., & Vu, T. K. C. (2024). Investigating Learners’ Perspectives on ELSA Speak Integration to Enhance Autonomy and Oral Language Proficiency in English Classes. Proceedings of the AsiaCALL International Conference, 6(6), 182–192. https://doi.org/10.54855/paic.24613
Tseng, S. S., & Yeh, H. C. (2019). The Impact of Video and Written Feedback on Student Preferences of English Speaking Practice. Language Learning & Technology, 23(2), 145–158. https://doi.org/10125/44687
Vo, L., & Vo, L. (2020). EFL Teachers’ Attitudes Towards the Use of Mobile Devices in Learning English at a University in Vietnam. SSRN Electronic Journal, 11(1). https://doi.org/10.2139/ssrn.3581340
Vu, T. Q., & Nguyen, D. H. (2021). Impacts of Feedback Posted on Google Classroom On Students’ Speaking Skill. TNU Journal of Science and Technology, 226(3), 58–63. https://doi.org/10.34238/tnu-jst.4088
Wang, Y. (2025). A Study on the Efficacy of ChatGPT-4 in Enhancing Students’ English Communication Skills. SAGE Open, 15(1). https://doi.org/10.1177/21582440241310644
Wirantaka, A. (2019). Investigating Written Feedback on Students’ Academic Writing. In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). https://doi.org/10.2991/icosihess-19.2019.1
Yildiz, C. (2024). ChatGPT Integration in EFL Education: A Path to Enhanced Speaking Self-Efficacy. Novitas-ROYAL (Research on Youth and Language), 18(2), 167–182. https://eric.ed.gov/?id=EJ1446766