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Enhancing EFL Oral Proficiency Through a ChatGPT-Integrated BOPPPS Learning Framework

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  • Zola Chi-Chin Lai

    (Wenzao Ursuline University of Languages, Taiwan)

Abstract

This quasi-experimental study examined the impact of embedding ChatGPT within the “bridge-in, objective, pre-assessment, participatory learning, post-assessment summary” (BOPPPS) framework to enhance the speaking proficiency of 89 Taiwanese university English-as-a-foreign-language (EFL) learners. Over 18 weeks, the experimental group (n = 44) received structured, theory-aligned instruction with stage-based ChatGPT and BOPPPS integration, while the comparison group (n = 45) engaged in unstructured artificial intelligence (AI)-supported practice. Post-test results show significantly greater gains across all five speaking sub-skills for the experimental group, particularly in interactive communication (p = .004, η2 = .105) and discourse management (p = .037). Thematic analysis indicates that BOPPPS reframed ChatGPT from a static tool into a meta-cognitive dialogue partner. These findings suggest structured AI integration may reduce speaking anxiety and foster more autonomous, confident language use. The study offers a replicable framework for AI-assisted pedagogy, especially in large-scale or online EFL instruction.

Suggested Citation

  • Zola Chi-Chin Lai, 2025. "Enhancing EFL Oral Proficiency Through a ChatGPT-Integrated BOPPPS Learning Framework," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 15(1), pages 1-21, January.
    • Handle: RePEc:igg:jopcd0:v:15:y:2025:i:1:p:1-21
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