​

Enhancing Spanish Oral Proficiency Through AI-Simulated Conversational Practice:

An Action Research Plan

Guadalupe Marin

EDLD 5315

Lamar University

​

Enhancing Spanish Oral Proficiency Through AI-Simulated Conversational Practice:

​

An Action Research Plan

Second language acquisition requires meaningful interaction, consistent practice, and opportunities for authentic communication. Research indicates that communicative competence develops when learners actively engage in interaction rather than focusing solely on isolated grammar or vocabulary practice (Masats, 2017). However, many secondary Spanish classrooms face instructional constraints that limit opportunities for sustained oral communication. While students may successfully complete written assignments and vocabulary assessments, speaking often remains inconsistent and anxiety-driven due to limited practice opportunities.

​

This action research study examines the integration of AI-simulated conversational tools within a high school Spanish classroom to expand opportunities for oral communication. AI-supported conversational tools allow students to rehearse dialogue, respond to prompts, and engage in structured conversations aligned with classroom content. These tools create low-stakes environments where students can practice speaking while reducing the anxiety often associated with real-time communication.

​

The purpose of this study is to evaluate whether AI-supported conversational practice improves students’ oral proficiency, confidence, and engagement in second language learning. By implementing structured conversational simulations and measuring student perceptions and performance over time, this research seeks to determine whether AI-supported conversation practice can serve as a meaningful supplement to traditional classroom instruction.

 

Fundamental Research Question

The fundamental research question guiding this study is: How does the use of AI-simulated conversational tools impact high school Spanish students’ oral proficiency, confidence, and engagement in second language learning?

​

Developing speaking proficiency is one of the most important goals of language instruction, yet many students experience anxiety or hesitation when speaking in front of peers. Fear of making mistakes, limited opportunities for practice, and lack of confidence often reduce student participation in oral communication activities. AI-supported conversational tools may provide structured opportunities for rehearsal and experimentation with language in a supportive environment. Investigating the impact of these tools can provide insight into how technology may support communicative competence while increasing student engagement and confidence in speaking Spanish.

​

Summary of the Literature Review

Research in second language acquisition consistently highlights the importance of interaction and communicative practice in developing language proficiency. According to Masats (2017), language learning occurs through interaction that integrates both verbal and non-verbal communication. However, many students have limited opportunities to interact with fluent speakers or participate in sustained conversational exchanges in classroom settings.

​

Psychological factors also influence speaking performance. Learners frequently experience anxiety, hesitation, or reduced confidence when asked to participate in real-time communication, particularly when opportunities for rehearsal are limited. These barriers can reduce student participation and hinder the development of oral fluency.

​

Recent research suggests that AI-supported conversational tools and computer-mediated communication environments may provide additional opportunities for structured interaction. These systems can simulate natural dialogue, provide immediate responses, and allow students to practice language in flexible and low-pressure environments. Within blended learning models, digital tools extend learning opportunities beyond traditional classroom instruction while supporting individualized learning pathways (Horn & Staker, 2015).

​

Although artificial intelligence cannot fully replicate authentic human interaction, research suggests that AI-supported conversational environments may reduce speaking anxiety and increase engagement when used as supplemental instructional tools. These findings support the exploration of AI-simulated conversational practice as a strategy to enhance language learning and communicative competence in secondary Spanish classrooms.

​

Research Design

This study will utilize a mixed-methods action research design that combines both quantitative and qualitative data to evaluate the effectiveness of AI-supported conversational practice. Action research is appropriate in educational settings because it allows educators to investigate instructional innovations within their own classrooms while continuously reflecting on teaching practices and student outcomes.

 

A mixed-methods approach allows the researcher to examine both measurable learning outcomes and student perceptions. Quantitative data will measure changes in student confidence and oral proficiency, while qualitative data will capture student experiences and reflections related to AI-supported conversational activities. This design provides a comprehensive understanding of how AI-simulated conversations influence both language development and learner engagement.

 

Data Collection and Analysis

Data for this study will be collected during the pilot implementation of an AI-supported conversational framework from January 2026 through May 2026. This pilot phase represents the first stage of a broader instructional innovation designed to integrate structured conversational simulations into secondary Spanish instruction.

​

The planning phase occurred between August and December 2025, during which conversational lesson frameworks were developed and aligned with ACTFL proficiency descriptors. During this time, AI-supported conversational activities were embedded into Canvas modules, rubric-based speaking assessments were created, and measurement instruments were designed. These instruments include a Spanish Oral Communication Confidence Survey administered before and after the implementation period.

​

At the beginning of the pilot implementation in January 2026, students completed a pre-survey measuring their confidence, comfort level, and perceived ability when speaking Spanish (Appendix A). This survey established baseline data regarding students’ speaking anxiety, willingness to participate in conversation, and perceived communicative competence. After completing the pre-survey, students began participating in weekly AI-supported conversational activities integrated into classroom instruction.

​

Between February and April 2026, students will continue engaging in structured conversational simulations aligned with thematic instructional units. During this period, the teacher-researcher will document classroom observations related to student participation, engagement, and communicative risk-taking. Students will also complete written reflections describing their experiences with AI-supported conversational practice and how these activities influence their confidence when speaking Spanish.

​

In May 2026, students will complete a post-survey measuring changes in speaking confidence and perceived communicative growth (Appendix B). The post-survey includes Likert-scale questions similar to those used in the pre-survey in order to allow comparison of student perceptions before and after the implementation of AI-supported conversational activities.

​

Quantitative data from the pre- and post-surveys will be analyzed using descriptive statistics to identify trends in student confidence and willingness to communicate in Spanish. Qualitative data from student reflections and teacher observations will be analyzed using thematic analysis to identify recurring patterns related to engagement, speaking anxiety, communicative risk-taking, and perceived learning outcomes. Combining quantitative survey data with qualitative classroom observations allows for a more comprehensive understanding of how AI-simulated conversational practice influences both linguistic development and student confidence.

​

The surveys used to measure student confidence and communicative comfort are included as Appendix A (Pre-Survey) and Appendix B (Post-Survey) at the end of this study

​

Data Collection Timeline

August – December 2025

• Planning and preparation of AI-supported conversational lessons

• Development of surveys and speaking assessment tools

January 2026

• Administer Spanish Oral Communication Pre-Survey (Appendix A)

• Begin weekly AI-supported conversational practice

February – April 2026

• Continue implementation of conversational activities

• Collect teacher observations and student reflections

May 2026

• Administer Spanish Oral Communication Post-Survey (Appendix B)

May – June 2026

• Analyze survey results and qualitative data

• Document findings and instructional adjustments

​

Sharing and Communicating Results

The results of this action research study will be shared with several educational audiences who may benefit from understanding how artificial intelligence can support language instruction. Findings will be documented and shared through the researcher’s professional ePortfolio, which serves as a platform for communicating innovation, research, and instructional design within the Applied Digital Learning program.

​

In addition, the findings may be shared with world language educators, instructional leaders, and professional learning communities within the school or district. These audiences were selected because they are directly involved in instructional decision-making and may be interested in exploring strategies that enhance student engagement and communicative competence in language classrooms. Sharing the findings may encourage collaboration and discussion about responsible and research-informed integration of artificial intelligence within World Language education.

​

Final Reflection

After completing the action research study, the researcher will reflect on the overall effectiveness of implementing AI-supported conversational practice in the classroom. Reflection will focus on evaluating whether the innovation successfully improved students’ speaking confidence, engagement, and communicative proficiency in Spanish.

​

The reflection process will also examine the strengths and limitations of the research design, instructional implementation, and measurement strategies used during the study. Insights gained from this reflection will guide revisions to instructional practices and support future development of a sustainable conversational framework for Spanish language instruction. Ultimately, this reflective process contributes to ongoing professional growth and supports the responsible integration of emerging technologies in educational settings.

​

References

Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools.  Jossey-Bass.

​

Masats, D. (2017). Conversation analysis at the service of research in the field of second  language acquisition (ERIC No. ED573594). ERIC.

 

Nisrina, N. (2023). Factors that affect speaking skills of students from ethnic minorities in    English language learning. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, Dan Pengajarannya, 51(1), 120–132.

 

Piyumi, W. A., Ola, K., & Sirkku, M. B. (2019). Complexity and potential of synchronous computer-mediated corrective feedback. Proceedings of the EUROCALL Conference.

​

Soomro, A. S. (2022). Challenges faced by second language learners: A review. Sindh Journal of    Linguistics.

​

Üstünbas, U. (2024). AI speaking practice and EFL learners: A case study. International Journal of Modern Education Studies.

​

Zulfikasari, S., Sulistio, B., & Aprilianasari, W. (2024). Utilization of ChatGPT artificial intelligence in students’ learning experience. Lectura: Jurnal Pendidikan.

 

 

Appendix A

Spanish Oral Communication Confidence Survey (Pre-Survey)

Scale:
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree

1. I feel confident speaking Spanish in front of my classmates.

2. I feel nervous when I have to speak Spanish without preparation.

3. I am willing to try speaking Spanish even if I make mistakes.

4. I believe I can express simple ideas clearly in Spanish.

5. I feel comfortable participating in Spanish conversations during class.

6. I understand what makes a strong oral response in Spanish.

Reflection Questions:

1. What makes speaking Spanish challenging for you?

2. What helps you feel more confident when speaking Spanish?

 

Appendix B

Spanish Oral Communication Confidence Survey (Post-Survey)

Scale:
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree

1. I feel more confident speaking Spanish in class.

2. I am more willing to take risks when speaking Spanish.

3. I feel comfortable making mistakes while learning Spanish.

4. AI conversation practice helped me prepare for class discussions.

5. I believe my speaking ability has improved this semester.

Reflection Questions:

1. What improvements have you noticed in your Spanish speaking ability?

2. How did AI conversational practice affect your confidence?