Abstract

This study examined the impact of integrating ChatGPT into a project-based English learning course on students’ English proficiency, as assessed by TOEIC Listening and Reading scores and Speechace metrics. The participants, 110 first- and second-year university students, were divided into Homework and No-Homework groups, with the former required to engage in weekly English conversations with ChatGPT. The results revealed that while the Homework group demonstrated significant improvements in several Speechace categories, particularly among second-year students, no significant correlation was found between the number of completed assignments and score improvements. Additionally, TOEIC scores indicated greater progress in Listening and Reading among the Homework group compared to the No-Homework group. Notably, the reliance on text during ChatGPT conversations possibly explained the stronger impact on Reading and Vocabulary, while Fluency and Pronunciation also improved. However, an increase in unnatural pauses highlighted the need for further refinement in task design to encourage more natural conversational dynamics. This study underscored the potential of AI tools like ChatGPT to enhance English communication skills while identifying areas for improvement in their pedagogical application.

This work is licensed under a Creative Commons Attribution 4.0 License.