DOST MU DÜŞMAN MI? 6C ÇERÇEVESİ BAĞLAMINDA ÜRETKEN YAPAY ZEKA DESTEKLİ KONUŞMA ÖĞRETİMİNİN İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN ÖĞRENCİLERİN KONUŞMA BAŞARISI, İKİNCİ DİL MOTİVASYONU VE ÜRETKEN YAPAY ZEKA KABULÜ ÜZERİNDEKİ ETKİLERİNİN İNCELENMESİ

This study investigated the effectiveness of Generative Artificial Intelligence (GenAI)-assisted speaking instruction in enhancing EFL learners’ speaking achievement, L2 motivation and their GenAI acceptance through the lens of the 6Cs Framework. Adopting a sequential explanatory mixed-methods design, the study involved 50 EFL learners in two intact classes at a Turkish university. The experimental group received GenAI-assisted speaking instruction through ChatGPT Advanced Voice Mode, while the control group received non-GenAI-assisted speaking instruction for eight weeks. Quantitative data were collected through speaking achievement tests, L2 Motivation Scale, and GenAI Acceptance scale, while qualitative data were obtained through semi-structured interviews with 10 experimental-group participants. The findings revealed that the experimental group demonstrated significantly greater improvement in speaking achievement than the control group. Significant improvement was also found in overall L2 motivation, particularly in Ideal L2 Self, Language Learning Experience, and Intended Effort. Learners also reported a high overall level of GenAI acceptance with the subdimensions of Performance Expectancy and Facilitating Conditions. Qualitative findings further indicated that GenAI-assisted speaking activities contributed to learners’ creativity, critical thinking, cultural awareness, personal growth, communicative competence, and collaborative learning. Participants particularly valued personalized feedback, meaningful communication opportunities, and a supportive speaking environment, while also reporting several technical and interaction-related challenges. Overall, the findings suggest that pedagogically informed GenAI integration can complement EFL speaking instruction by providing meaningful, personalized, and interactive speaking opportunities while supporting learners’ linguistic, motivational, and broader competency development.