Research article | Open Access
International Journal of Language and Education Research 2026, Vol. 8(2) 72-101
Automated Feedback Technologies and Presentation Skills Acquisition in EFL Higher Education: A Convergent Mixed-Methods Investigation
pp. 72 - 101
Publish Date: August 30, 2026 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
This quasi-experimental study investigated the effectiveness of a 12-week AI-assisted intervention on presentation skills development among 94 BA second-year English as a Foreign Language (EFL) students. Employing a mixed-methods design with pre-test/post-test measures, the study examined the impact of AI-powered feedback tools on five dimensions of presentation competence: content organization, language accuracy, delivery skills, visual aids, and audience engagement. The research was guided by three primary questions: (1) To what extent does AI-assisted instruction improve EFL students' presentation skills? (2) What are the differential effects of AI-assisted instruction across various dimensions of presentation competence? and (3) How do students perceive the utility of AI feedback in developing their presentation abilities?
Participants (N = 94) were divided into experimental (n = 47) and control (n = 47) groups, with the experimental group receiving structured AI-assisted practice using speech recognition and automated feedback platforms. Results indicated statistically significant improvements in the experimental group across all measured dimensions, with large effect sizes (Cohen's d = 0.82 to 1.24). The highest gains were observed in pronunciation accuracy (M = 3.42, SD = 0.68 to M = 4.28, SD = 0.52) and fluency development (M = 3.18, SD = 0.74 to M = 4.15, SD = 0.61). Analysis of Covariance (ANCOVA) revealed significant group effects for all dimensions when controlling for pre-test scores, with partial eta squared values ranging from .15 to .21, indicating medium to large effect sizes. Qualitative findings from reflective journals and focus group interviews revealed that students valued the immediate, personalized feedback provided by AI tools, though they emphasized the continued importance of human instructor guidance. Three major themes emerged from the qualitative analysis: (1) the value of immediate and detailed feedback on performance dimensions, (2) the reduction of anxiety through private practice opportunities, and (3) the complementary roles of AI and human feedback in supporting comprehensive skill development. The study contributes to the growing body of research on AI-assisted language learning by demonstrating how technology can effectively support the development of complex oral communication skills. Implications for pedagogical practice and future research directions are discussed.
Keywords: presentation skills; speaking competence; technology-enhanced language learning; automated feedback; AI-assisted instruction
APA 7th edition
Gaid, O.A. (2026). Automated Feedback Technologies and Presentation Skills Acquisition in EFL Higher Education: A Convergent Mixed-Methods Investigation. International Journal of Language and Education Research, 8(2), 72-101.
Harvard
Gaid, O. (2026). Automated Feedback Technologies and Presentation Skills Acquisition in EFL Higher Education: A Convergent Mixed-Methods Investigation. International Journal of Language and Education Research, 8(2), pp. 72-101.
Chicago 16th edition
Gaid, Oussama Ahmed (2026). "Automated Feedback Technologies and Presentation Skills Acquisition in EFL Higher Education: A Convergent Mixed-Methods Investigation". International Journal of Language and Education Research 8 (2):72-101.
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