A Hybrid Human–AI Pedagogical Framework for Enhancing English Speaking Skills Among EFL Teachers: A Comprehensive Study

This study investigates the effectiveness of a hybrid human-AI pedagogical framework in enhancing English-speaking skills among Iranian EFL teachers. The innovative framework integrates daily AI-mediated speaking practice with weekly human-led reflective workshops. A total of thirty-two Iranian EFL teachers participated in a six-week intervention, divided into an experimental hybrid group and a control group receiving traditional teacher-centered instruction. Both quantitative and qualitative data were systematically collected and analyzed. Quantitative results, based on pre- and post-test scores, showed that the hybrid group exhibited significantly greater improvements in fluency, accuracy, and pronunciation compared to the control group. Qualitative findings, derived from detailed reflective journals, revealed enhanced self-confidence, reduced anxiety, and greater self-awareness regarding specific linguistic weaknesses. These results suggest that carefully designed AI-integrated pedagogical models can be highly effective in enhancing teachers' speaking skills and can contribute meaningfully to their professional development, particularly in environments with limited opportunities for authentic language use and practice.

کلیدواژه ها:

hybrid pedagogy ، AI-assisted speaking ، EFL ، teacher development ، reflective practice