在英語四項核心語言能力中，口說通常被視為英語為外語（EFL）學習者最難掌握的技能。然而，在台灣的中等教育中，口說能力在課堂教學中長期未受到足夠重視，教學重點多半集中於閱讀、文法與寫作。這種失衡在大學申請面試等高要求的溝通情境中特別明顯，因為學生必須即時且有條理地以專業方式回答問題，而這些能力在現行課程中往往缺乏充分訓練。近年來，人工智慧技術的進步，尤其是像 ChatGPT 這類工具的出現，為提升學習者的英語口說能力提供了新的可能性。這些AI工具能提供即時回饋、個人化支持以及互動式對話。儘管 AI 語言工具日益普及，針對其在準備真實且具高強度的口說任務上的成效之實證研究仍相當有限（如大學申請入學英文面試）。因此，本研究旨在探討教師引導下使用 ChatGPT，如何協助七位台灣高中三年級 EFL 學生提升大學申請面試中的英語口說能力，並進一步了解學生對此工具作為練習媒介的看法與感受。
本研究共有七位來自台灣南部某公立高中的學生參與，並接受一項為期十二堂課、結合 ChatGPT 的英語面試訓練課程。研究採用混合方法個案研究設計，研究者以前後測方式進行仿真大學申請面試口說評量，以檢視學生在四個面向的口語表現，包括流暢度與連貫性、內容相關性與發展、文法與詞彙正確性以及發音。此外，研究也進行半結構式個別訪談以及一份問卷調查，以探討學生使用 ChatGPT 的經驗與態度。量化與質性分析結果皆顯示，學生的口說表現有明顯進步，尤其在內容發展與流暢度方面最為顯著。雖然學生認為 ChatGPT 有助於排練回答內容與精進表達，但他們也指出一些限制，例如缺乏非語言溝通（如眼神接觸、肢體動作等）以及真實人際互動不足。研究結果為 AI 工具融入 EFL 口說教學提供了實務上的啟示，尤其是在正式口語評量與面試準備方面。

Among the four core language skills, speaking is often considered the most challenging for English as a Foreign Language (EFL) learners to master. In Taiwan’s secondary schools, however, speaking remains underemphasized in classroom instruction, with greater focus placed on reading, grammar, and writing. This imbalance becomes especially problematic in demanding communicative contexts such as college admission interviews, where students are expected to deliver spontaneous, structured, and professional oral responses, skills that receive limited instructional attention in the existing curriculum. Recent advancements in artificial intelligence (AI), particularly tools like ChatGPT, offer new possibilities for enhancing learners’ speaking proficiency by providing real-time feedback, personalized support, and interactive dialogues. Despite the growing availability of AI-powered language tools, empirical research on their effectiveness in preparing students for authentic, consequential speaking tasks remains limited. The present study addresses this gap by exploring how instructor-guided use of ChatGPT supported seven 12th-grade Taiwanese EFL students in developing their English speaking skills for college admission interviews and by examining their perceptions of using it as a practice tool.
Seven students from a public high school in southern Taiwan participated in a 12-session English interview training program that integrated ChatGPT into guided speaking practice. The study adopted a mixed-methods case study design. Pre- and post-intervention speaking assessments, modeled after authentic college admission interviews, were conducted to evaluate students’ oral performance across four dimensions: fluency and coherence, content relevance and development, grammatical and lexical accuracy, and pronunciation. Follow-up semi-structured individual interviews and a questionnaire were also administered to explore students’ experiences and attitudes toward using ChatGPT. Findings from both quantitative and qualitative analyses suggest that students appeared to show notable improvement in speaking performance, particularly in content development and fluency. While students found ChatGPT helpful for rehearsing responses and refining content, they also noted certain limitations, such as the absence of nonverbal cues (e.g. eye contact, body language, etc.) and the lack of authentic human interaction. These findings offer practical implications for integrating AI-powered tools into EFL speaking instruction, especially in preparation for formal oral assessments.

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