AI-Mediated Speaking Instruction in Saudi EFL Classrooms: A Systematic Review of Effectiveness and Learner Engagement

Abstract

Artificial intelligence (AI) mediated speaking technologies are increasingly being integrated into English as a Foreign Language (EFL) instruction within Saudi educational contexts, where they are promoted as innovative tools for enhancing speaking pedagogy. Although their use is increasing, comprehensive and integrated evidence on their pedagogical features and effects on learner engagement remains limited and disorganized. This paper presents a systematic review of empirical studies investigating the use of AI to enhance speaking skills in English classes in Saudi Arabia. After conducting thorough screening and eligibility assessments, 16 peer-reviewed research articles were examined through a methodical qualitative synthesis, with an emphasis on feedback systems, pedagogical methodologies, speaking proficiency enhancement, and student involvement. The review identifies recurring patterns in the implementation and experience of AI-supported speaking tools in instructional settings. Findings indicate that AI-mediated speaking instruction enhances opportunities for individualized practice, provides immediacy of corrective feedback, and supports sustained learner engagement, particularly in technology-supported learning environments. Students’ perceptions, motivation, and acceptance of AI-enhanced speaking tools depend on educational settings, dependable systems, cultural significance, and teacher involvement. The review demonstrated the effects on speaking pedagogy, teacher training, and instructional design in AI-supported EFL settings.