Literature Review
Using AI Simulated Conversations to Provide Speaking and Writing Practices
Guadalupe Marin
Department of Ed Leadership, Lamar University
EDLS 5305
Dr. Johnson
May 7, 2025
Literature Review
Preparing for the Real World
Being bilingual brings many benefits in today’s society, including increased job opportunities and broader cultural understanding. As a Spanish teacher, one of the greatest challenges is the lack of interaction between students and a native Spanish speakers. In language learning, both speaking and writing are considered crucial to developing overall language proficiency. Lack of language practice often leads to a decrease in fluency and forgotten vocabulary. Language learners require active practice and they can accomplish this by finding opportunities to speak the language either with a native speaker or through online platforms. Online platforms can provide structured practice opportunities and connect language learners with Spanish speakers.
Lack of opportunities
The lack of opportunities to have a real conversation are restrained to the context of sensibility to fulfill activities that require back and forth engagement and a response instead of passive observations (Üstünbas, 2024). Related findings state that since the heritage language is not the dominant language in the community environment there are less opportunities for cultural situations and communication (Mrak, 2020). Research proves that not having the opportunity to practice speaking and writing sufficiently, to manage the challenge of developing the capacity of speaking, makes foreign language learners anxious to keep a conversation going (Ümran, 2024). In a similar study, writing was considered the hardest language skill to master because it requires expressing feelings and ideas by using language and narrative norms, large vocabulary, critical and creative thinking, and consistent practice (Elkatmış, 2014). Another research shows that the biggest psychological factors that have shown to impact the speaking production stage in a language classroom are anxiety, shyness, and confidence (Nisrina, 2023). In addition, another company states that acquiring a second language is a complex process much more than learning a first language because it involves many other challenges such as lack of interactions and practice (Soomro, 2022).
Fluent Spanish Speaker “Friend”
It is proposed to use artificial intelligence to offer opportunities in large-scale language models that are capable of carrying out tasks that involve natural language processing like answering questions and solving problems (Kos and Mažgon, 2025). A study demonstrated that technology like Chat GPT has been essential for language teaching and learning because it utilizes human-like interactions to improve language learning experiences (Zulfikasari et al.,2024). In like manner, Colleges of Education are proposing to use AI tools in teaching, learning, and evaluations in order to assure practical and environmentally friendly vocational education (Onuoha et al., 2024). Furthermore, online internals have used Chat GPT to train and prepare new AI-driven language models to serve Spanish writing assistance. (Tarp & Nomdedeu-Rull, 2024).
More Than a Personal Assistant
The greatest benefit of artificial intelligence is that it utilizes language to create and exchange answers by using language that is easy to comprehend and communicate information (Jumriah et al., 2024). Likewise, it enhances academic achievement and improves self efficacy over a variety of academic fields (Hanshaw et al., 2014). The main function of artificial intelligence is to give rapid assistance, encourage participation, and give immediate feedback (Hanshaw et al., 2014). In addition, artificial intelligence also offers intrinsic motivation that has an internal drive to participate in learning activities for the intrinsic fulfillment and delight instead of external rewards or pressures (Hanshaw et al., 2024). Furthermore, the main feature of artificial intelligence is to be extremely expressive, at times it applies withdrawal and self-depersonification (Olasik, 2023).
Closure
In conclusion, utilizing artificial intelligence to provide simulated conversation between students is the solution for in depth practice of skills in the domains of writing and speaking. The simulated conversations that AI will generate and provide human-like conversations that will build trust and confidence in students' second language skills. The overall strength of this proposal is that students will be able to expand their practice outside of the school setting. Students will practice their language skills and vocabulary in a setting in which they feel comfortable. By providing intrinsic motivation students will enjoy and learn their second language acquisition in a fun and engaging way.
Refrences:
Elkatmış, M. (2024). Chat gpt and creative writing: experiences of master’s students in enhancing. International Journal of Contemporary Educational Research, 11(3).
https://doi-org.libproxy.lamar.edu/10.52380/ijcer.2024.11.3.597
Hanshaw, G., Vance, J., & Brewer, C. (2024). Exploring the effectiveness of ai course assistants on the student learning experience. Open Praxis, 16(4), 627–644.
Jumriah, S. E. S., Supriatna E. , Smas, M. H. & Arini, I.. (2024). Analysis of the use of gpt chat to improve student performance. Edukasia, 5(1).
Kos, Z. & Mažgon, J. (2025). The challenges of using large language models: Balancing traditional learning methods with new technologies in the pedagogy of sociology. Education Sciences, 15(2). https://doi-org.libproxy.lamar.edu/10.3390/educsci15020191
Mrak, A. (2020). Developing writing in Spanish heritage language learners: An integrated process approach. Dimension, 82–96.
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. https://doi-org.libproxy.lamar.edu/10.17977/um015v51i12023p120
Onuoha, I. Okocha, E. I. Aneke, O. Adekunle, O. E. , & Anthony, U. (2024). Benefits and challenges of utilizing chat-gpt and gamma.app in teaching, learning and assessment of vocational students in 21st century colleges of education in enugu state. The Proceedings of the Nigerian Academy of Science, 17(2), 34–45. https://doi-org.libproxy.lamar.edu/10.57046/RGDY2454
Olasik, M. (2023). “Good morning, chatgpt, can we become friends?” An interdisciplinary scholar’s experience of ‘getting acquainted’ with the open ai’s chat gpt: An Auto ethnographical report. European Research Studies, 26(2), 269–284. https://doi-org.libproxy.lamar.edu/10.35808/ersj/3168
Soomro, A. S. (2022). Challenges faced by the second language learners: A review. Sindh Journal of Linguistics, 1(1), 51–57. https://doi-org.libproxy.lamar.edu/10.58921/sindhjol.v1i1.10
Tarp, S. & Nomdedeu-Rull, A. (2024). Who has the last word? Lessons from using chat gpt to develop an ai-based spanish writing assistant. Círculo de Lingüística Aplicada a La Comunicación, 97. https://doi-org.libproxy.lamar.edu/10.5209/clac.91985
Üstünbas, U. (2024). Hey, gpt, can we have a chat?: A case study on efl learners’ ai speaking practice. International Journal of Modern Education Studies, 8(1), 91–107.
Zulfikasari, S., Sulistio B. , & Aprilianasari, W.(2024). Utilization of chat gpt artificial intelligence (ai) in student’s learning experience gen-z class. Lectura: Jurnal Pendidikan, 15(1), 259–272. https://doi-org.libproxy.lamar.edu/10.31849/lectura.v15i1.18840