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A quasi-experimental design assigned 51 learners from a university in southeast China to an experimental group (n=24) and a control group (n=27). Over 16 weeks, the experimental group used AI-supported ILC via the IFlytek Spark Platform, while the control group used teacher-guided strategies. Results show improved oral English (p=0.001\u003C0.05) and increased technology perception (p=0.01\u003C0.05), offering empirical support for integrating AI into oral English teaching.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improve-efl-students-oral-english-expression-ability-based-on-intelligent-learning-companions-empirical-research/427213/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improve-efl-students-oral-english-expression-ability-based-on-intelligent-learning-companions-empirical-research/427213.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main research focus of this study?","Question",{"text":112,"@type":113},"The study examined how intelligent learning companions affect Chinese EFL learners’ oral English expression ability and their technology perception.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the experimental design conducted?",{"text":117,"@type":113},"Using a quasi-experimental design, 51 EFL learners were assigned to an experimental group and a control group, with a 16-week intervention period.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings regarding oral English and technology perception?",{"text":121,"@type":113},"The experimental group achieved significantly better oral English scores (p=0.001\u003C0.05) and showed a significant increase in technology perception (p=0.01\u003C0.05).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},427213,1791163005,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Journal of Educational Technology and Innovation [https://jeti.thewsu.org/index.php/cieti](https://jeti.thewsu.org/index.php/cieti)  \n| Article\u003Cbr>Improve EFL Students’ Oral English Expression Ability Based on Intelligent Learning Companions:\u003Cbr>Empirical Research\u003Cbr>You-You Zhang 1, Yu Zhao 1, Si-Yun Chen 2, Yin-Rong Zhang 3 and Qun-Fang Zeng 1, *\u003Cbr>1 School of Education, Wenzhou University, Wenzhou 325035, China\u003Cbr>2 Graduate School of Education, University of Pennsylvania, Philadelphia, PA 19104, USA\u003Cbr>3 Zhejiang Key Laboratory of Intelligent Education Technology and Application, College of Education, Zhejiang Normal University, 688 Yingbin Avenue, Wucheng District, Jinhua 321004, China\u003Cbr>* Correspondence: [00032008@wzu.edu.cn](00032008@wzu.edu.cn)\u003Cbr>How To Cite: Zhang, Y.-Y., Zhao, Y., Chen, S.-Y., Zhang, Y.-R., & Zeng, Q.-F. (2025) . Improve EFL Students’ Oral English Expression Ability Based on Intelligent Learning Companions: Empirical Research. Journal of Educational Technology and Innovation, 7(4), 73–86.\u003Cbr>[https://doi.org/10.61414/7sbbzt07](https://doi.org/10.61414/7sbbzt07) |  |\n| --- | --- |\n| Received: 10 August 2025\u003Cbr>Revised: 25 September 2025\u003Cbr>Accepted: 12 October 2025\u003Cbr>Published: 31 December 2025 | Abstract: This study focused on the impact of intelligent learning companions (ILC) on Chinese EFL learners’ oral English ability and technology perception. Using a quasi-experimental design, this study selected 51 EFL learners from a university in southeast China and randomly divided them into an experimental group (EG, n = 24) and a control group (CG, n = 27) . During the 16-week intervention period, the experimental group adopted the intelligent learning companion teaching strategy supported by artificial intelligence technology (Relying on the IFlytek Spark Platform), while the control group adopted the learning companion strategy guided by teachers. The experimental group not only had better oral English scores (p = 0.001 \u003C 0.05) but also showed a significant increase in technology perception (p = 0.01 \u003C 0.05) . The research provides a new perspective for effectively integrating artificial intelligence technology in oral English teaching. Also, it offers strong empirical support for theoretical study and practical application in enhancing the oral expression ability of the second language, English.\u003Cbr>Keywords: intelligent learning companion; oral expression ability; technology perception; EFL student; AI-assisted oral English teaching |\n\n1. Introduction  \nAs a core tool for cross-cultural communication, the frequency of English use has been increasing with the advancement of globalization. Whether in academic settings, daily conversations, or other scenarios, Oral English expression ability is of great significance to EFL learners. Most Chinese EFL learners’ oral English expression ability still needs to be improved (Wei et al., 2025) . Many learners lack enough practice in oral English learning classes and find it challenging to find appropriate language learning companions to improve their oral expression ability after class (Lai, 2025). Furthermore, traditional methods of oral English teaching often fail to meet students’diverse learning needs, resulting in deficiencies in their fluency, accuracy, and confidence in oral English expression (Mohamed, 2024) .  \nFor most EFL learners in China, the ability to express oral English is often a weak point. Even if EFL learners have accumulated a large amount of vocabulary and grammar knowledge, they still fall into the predicament of“more input and less output”,“fear of making mistakes in expression”, and “stuck thinking in dialogue”(Lai, 2025). This is related to the limitations of the learning environment and training methods (Benu & Nenotek, 2025) . Meanwhile, the limited nature of teaching resources leads to many oral English practice activities not being  \nCopyright: © 2025 by the authors. This is an open access article under the terms and conditions","cbCaicnxjZIHvI4W","https://ap.wps.com/l/cbCaicnxjZIHvI4W","pdf",2107180,14,"English","# Abstract\n# Keywords\n# 1. Introduction\n## Research background and problem statement\n## Role of intelligent learning companions\n## Study aims and research questions","[{\"question\":\"What was the main research focus of this study?\",\"answer\":\"The study examined how intelligent learning companions affect Chinese EFL learners’ oral English expression ability and their technology perception.\"},{\"question\":\"How was the experimental design conducted?\",\"answer\":\"Using a quasi-experimental design, 51 EFL learners were assigned to an experimental group and a control group, with a 16-week intervention period.\"},{\"question\":\"What were the key findings regarding oral English and technology perception?\",\"answer\":\"The experimental group achieved significantly better oral English scores (p=0.001\\u003c0.05) and showed a significant increase in technology perception (p=0.01\\u003c0.05).\"}]","Improve EFL Students’ Oral English Expression Ability Based on Intelligent Learning Companions - Empirical Research | PDF",1790643225,35]