ChatGPT-4 as a Teacher-Guided Academic Support Tool for Senior High School Speaking Development: Basis for the CHAT-SD Framework and an AI-Assisted Speaking Module

Developing oral proficiency remains challenging in public secondary schools due to speaking anxiety and limited scalability. This study evaluated the perceived effectiveness of ChatGPT-4 as a teacher-guided preparatory scaffold for oral communication in DepEd Surigao del Norte. Employing a sequential explanatory mixed-methods design, quantitative survey data were gathered from 175 Grade 11 students and 35 language teachers across two schools, followed by focus groups with an audited cohort of 12 teachers and 12 students. Quantitative results revealed high perceived preparatory utility. Grammar accuracy and comfort/confidence scored highest, while spontaneous fluency and participation ranked lowest, with no statistically significant variance between group perceptions. Regression models proved teacher adoption was predicted solely by specific tool familiarity, whereas student perceptions were driven by academic track, baseline proficiency, and smartphone access. Qualitatively, AI provided a secure, low-pressure rehearsal sandbox but lacked the capacity to assess acoustic delivery features like pronunciation or tone, raising concerns over cognitive overdependence and data privacy. The study concludes that text-based AI serves strictly as a preliminary scaffold rather than an independent fluency developer. It directly contributes the data-derived CHAT-SD Framework and an operationalized, DepEd-aligned module featuring a QR-activated AI-Time Activity Segment structured to transfer digital readiness into live human communication.

ChatGPT-4; Speaking Development; Oral Communication

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