LEVERAGING AI-POWERED CHATBOTS TO ENHANCE ENGLISH SPEAKING SKILLS AMONG RURAL PAKISTANI LEARNERS: A SOCIO- LINGUISTICS AND PEDAGOGICAL EVALUATION

Abstract

In Pakistan especially in rural and under resourced areas, the shortage of qualified English language instructors and limited resources to spoken English language restrict the oral proficiency of learners. The study is aimed to explore the potential of AI powered chatbots as an innovative pedagogical tool to enhance English speaking skills among rural Pakistani learners. Integrating the socio-linguistic insights and educational technology, the research investigates how conversational AI platform can provide interactive, low-cost and scalable support for language practice. The study takes insights from mixed method approach by integrating pre and posttest intervention speaking assessment with qualitative interviews to evaluate learners’ progress, engagement and attitudes. Particular attention is given to the linguistic challenges such as code switching, pronunciation influenced by regional dialect and acceptability of non-human language partners. The findings indicate that future AI based ELT interventions will be tailored to Pakistani linguistic diversity and socio economic constraints. The study also highlights the ethical and infrastructural considerations essential for ensuring equitable access to AI assisted learning in marginalized countries like Pakistan.

Keywords: AI-powered chatbots, English speaking skills, rural education, Pakistan, ELT, socio-linguistic evaluation, language learning technology.