Primary ESL Teachers’ Perceptions of AI Tools for Pupils’ Speaking Practice: Opportunities and Limitations

This study explores Malaysian primary school English teachers’ perceptions of using Artificial Intelligence (AI) tools to support pupils’ speaking practice. Although AI integration is accelerating globally, research focusing specifically on AI-supported speaking instruction in primary ESL classrooms remains limited. Grounded in the Technology Acceptance Model (TAM), this study examines both the perceived opportunities and challenges of AI integration with emphasis on how teachers evaluate the usefulness, ease of use and overall applicability of AI tools such as ChatGPT in developing young learners’ speaking skills. A mixed-methods survey design was employed involving 60 English teachers from public primary schools in Selangor. Quantitative data were analysed using descriptive statistics to identify trends in teachers’ perceptions of AI’s pedagogical benefits and limitations while qualitative data from open-ended responses were analysed thematically to provide deeper insights into teachers’ experiences. Findings indicate that teachers view AI as a highly valuable resource for enhancing oral proficiency, offering instant and personalised feedback, reducing pupils’ speaking anxiety and creating engaging, interactive learning environments. Teachers also highlighted that AI expands opportunities for self-paced practice beyond the classroom, especially for shy or low-confidence learners. Despite these benefits, significant challenges emerged. Teachers expressed concerns about unreliable internet connectivity, limited device availability, inaccurate speech recognition especially for young children’s voices, insufficient training, data privacy issues and pupils’ potential overreliance on AI-generated responses. These challenges highlight the need for stronger infrastructure support, targeted professional development, curriculum-aligned AI content and clear ethical guidelines. Overall, the study underscores the promising role of AI as a complementary tool for supporting speaking development in Malaysian primary ESL settings while emphasising the systemic and pedagogical considerations required for sustainable implementation.

Artificial Intelligence, ESL speaking practice, primary education

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