生成式人工智能影响二语口语表现的研究综述
A Review of Research on the Impact of Generative Artificial Intelligence on L2 Speaking Performance
摘要: 随着ChatGPT等生成式人工智能(GenAI)的迅速普及，其在二语口语教学中的应用备受学界关注，但已有研究多将口语与其他语言技能合并讨论，对GenAI融入口语练习的路径及对口语表现的具体影响缺乏系统梳理。本研究依据PRISMA 2020规范，对ChatGPT发布以来的相关研究进行系统综述，最终纳入33篇文献。结果表明，现有研究多采用通用型与任务导向型工具，以亚洲高校英语学习者为主要对象，方法以量化与混合研究为主；GenAI可促进学习者整体口语表现及各维度提升，但仍面临技术故障、反馈质量不稳、人际互动不足等挑战。本研究厘清了该领域研究图景，为后续研究与教学实践提供参考。
Abstract: With the rapid proliferation of generative artificial intelligence (GenAI) tools such as ChatGPT, their application in second language (L2) speaking instruction has garnered growing scholarly attention. However, existing studies have mostly examined speaking skills alongside other language skills, leaving a lack of systematic synthesis regarding how GenAI integrates into L2 speaking practice and its specific impacts on speaking performance. Following the PRISMA 2020 guidelines, this study presents a systematic review of research published since the launch of ChatGPT, with 33 Chinese and English academic articles included in the final sample. The findings show that existing studies predominantly employ general-purpose and task-oriented GenAI tools, target tertiary-level English learners in Asia, and adopt mainly quantitative and mixed-methods designs. While GenAI facilitates improvements in learners’ overall speaking performance and its sub-dimensions, its application is constrained by technical glitches, inconsistent feedback quality, and insufficient interpersonal interaction. This study maps the research landscape of GenAI in L2 speaking instruction and offers implications for future research and pedagogical practice.
文章引用：张迪, 陈秀雅. 生成式人工智能影响二语口语表现的研究综述[J]. 现代语言学, 2026, 14(11): 245-256. https://doi.org/10.12677/ml.2026.14111069

参考文献

[1] Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., et al. (2023) ChatGPT for Good? On Opportunities and Challenges of Large Language Models for Education. Learning and Individual Differences, 103, Article 102274.
https://doi.org/10.1016/j.lindif.2023.102274
[2] Lo, C.K. (2023) What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature. Education Sciences, 13, Article 410.
https://doi.org/10.3390/educsci13040410
[3] UNESCO (2023) Guidance for Generative AI in Education and Research. UNESCO.
[4] Bygate, M. (1987) Speaking. Oxford University Press.
[5] Horwitz, E.K., Horwitz, M.B. and Cope, J. (1986) Foreign Language Classroom Anxiety. The Modern Language Journal, 70, 125-132.
https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
[6] Fathi, J., Rahimi, M. and Derakhshan, A. (2024) Improving EFL Learners’ Speaking Skills and Willingness to Communicate via Artificial Intelligence-Mediated Interactions. System, 121, Article 103254.
https://doi.org/10.1016/j.system.2024.103254
[7] 王乐, 刘甜, 赵波. 人工智能对外语学习成效影响的元分析[J]. 外语研究, 2026, 43(3): 84-91.
[8] Xu, G., Yu, A. and Liu, L. (2025) A Meta-Analysis Examining AI-Assisted L2 Learning. International Review of Applied Linguistics in Language Teaching, 64, 905-937.
https://doi.org/10.1515/iral-2024-0213
[9] Zhang, S., Shan, C., Lee, J.S.Y., Che, S. and Kim, J.H. (2023) Effect of Chatbot-Assisted Language Learning: A Meta-analysis. Education and Information Technologies, 28, 15223-15243.
https://doi.org/10.1007/s10639-023-11805-6
[10] Huang, W., Hew, K.F. and Fryer, L.K. (2022) Chatbots for Language Learning-Are They Really Useful? A Systematic Review. British Journal of Educational Technology, 53, 310-329.
[11] Kohnke, L., Moorhouse, B.L. and Zou, D. (2023) ChatGPT for Language Teaching and Learning. RELC Journal, 54, 537-550.
https://doi.org/10.1177/00336882231162868
[12] Skehan, P. (2009) Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis. Applied Linguistics, 30, 510-532.
https://doi.org/10.1093/applin/amp047
[13] Luoma, S. (2004) Assessing Speaking. Cambridge University Press.
https://doi.org/10.1017/cbo9780511733017
[14] Swain, M. (1995) Three Functions of Output in Second Language Learning. In: Cook, G. and Seidlhofer, B., Eds., Principle and Practice in Applied Linguistics, Oxford University Press, 125-144.
[15] Long, M.H. (1996) The Role of the Linguistic Environment in Second Language Acquisition. In: Ritchie, W.C. and Bhatia, T.K., Eds., Handbook of Second Language Acquisition, Elsevier, 413-468.
https://doi.org/10.1016/b978-012589042-7/50015-3
[16] Krashen, S.D. (1982) Principles and Practice in Second Language Acquisition. Pergamon.
[17] Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
[18] Lantolf, J.P. and Thorne, S.L. (2006) Sociocultural Theory and the Genesis of Second Language Development. Oxford University Press.
[19] Warschauer, M. and Healey, D. (1998) Computers and Language Learning: An Overview. Language Teaching, 31, 57-71.
https://doi.org/10.1017/s0261444800012970
[20] Bibauw, S., François, T. and Desmet, P. (2019) Discussing with a Computer to Practice a Foreign Language: Research Synthesis and Conceptual Framework of Dialogue-Based Call. Computer Assisted Language Learning, 32, 827-877.
https://doi.org/10.1080/09588221.2018.1535508
[21] McCrocklin, S.M. (2016) Pronunciation Learner Autonomy: The Potential of Automatic Speech Recognition. System, 57, 25-42.
https://doi.org/10.1016/j.system.2015.12.013
[22] Godwin-Jones, R. (2021) Big Data and Language Learning: Opportunities and Challenges. Language Learning & Technology, 25, 4-19.
https://doi.org/10.64152/10125/44747
[23] Derakhshan, A. and Ghiasvand, F. (2024) Is ChatGPT an Evil or an Angel for Second Language Education and Research? A Phenomenographic Study of Research‐Active EFL Teachers’ Perceptions. International Journal of Applied Linguistics, 34, 1246-1264.
https://doi.org/10.1111/ijal.12561
[24] Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., et al. (2021) The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews. BMJ, 372, n71.
https://doi.org/10.1136/bmj.n71
[25] Lee, S., Choe, H., Zou, D. and Jeon, J. (2026) Generative AI (GenAI) in the Language Classroom: A Systematic Review. Interactive Learning Environments, 34, 335-359.
https://doi.org/10.1080/10494820.2025.2498537
[26] Liu, J., Sihes, A.J.B. and Lu, Y. (2025) How Do Generative Artificial Intelligence (AI) Tools and Large Language Models (LLMS) Influence Language Learners’ Critical Thinking in EFL Education? A Systematic Review. Smart Learning Environments, 12, Article No. 48.
https://doi.org/10.1186/s40561-025-00406-0
[27] Wang, C., Li, X., Jin, H. and Zou, B. (2026) Vocal and Visual Design Features in Multimodal Genai Agents: Effects on EFL Speaking Performance, Affect and Interaction Experience. Computer Assisted Language Learning, 1-30.
https://doi.org/10.1080/09588221.2026.2680421
[28] Behforouz, B., Al Maqbali, A., Al Ghaithi, A. and Poorghorban, A. (2025) Mobile Interaction Meets AI Tutoring: Using ChatGPT-4O to Boost Speaking Skills in EFL Classrooms. International Journal of Interactive Mobile Technologies (iJIM), 19, 34-49.
https://doi.org/10.3991/ijim.v19i22.57447
[29] Hsu, M., Chen, P. and Yu, C. (2023) Proposing a Task-Oriented Chatbot System for EFL Learners Speaking Practice. Interactive Learning Environments, 31, 4297-4308.
https://doi.org/10.1080/10494820.2021.1960864
[30] Yan, H., Singh, M.K.S. and Rawian, R.M. (2024) AI-Based Corrective Feedback in EFL Interactive Speaking: In-Sights from Interactionist SLA Theory. Educational Sciences: Theory & Practice, 24, 306-322.
[31] Zou, B., Guan, X., Shao, Y. and Chen, P. (2023) Supporting Speaking Practice by Social Network-Based Interaction in Artificial Intelligence (AI)-Assisted Language Learning. Sustainability, 15, Article 2872.
https://doi.org/10.3390/su15042872
[32] Tai, T. (2026) ChatGPT-Assisted EFL Learning Beyond the Classroom: Impact on Oral Proficiency, Enjoyment, and Grit. Computer Assisted Language Learning, 1-28.
https://doi.org/10.1080/09588221.2026.2640087
[33] Yang, H., Kim, H., Lee, J.H. and Shin, D. (2022) Implementation of an AI Chatbot as an English Conversation Partner in EFL Speaking Classes. ReCALL, 34, 327-343.
https://doi.org/10.1017/s0958344022000039
[34] Sayed, B.T., Bani Younes, Z.B., Alkhayyat, A., Adhamova, I. and Teferi, H. (2024) To Be with Artificial Intelligence in Oral Test or Not to Be: A Probe into the Traces of Success in Speaking Skill, Psychological Well-Being, Autonomy, and Academic Buoyancy. Language Testing in Asia, 14, Article No. 49.
https://doi.org/10.1186/s40468-024-00321-0
[35] Dandu, G., Charyulu, G.M. and Kumari, K.L. (2024) AI-Driven Language Learning: The Impact of Rosetta Stone on ESL Students’ Speaking Proficiency and Self-Control. Journal on Interdisciplinary Studies in Humanities, 16, 1-12.
[36] 吴玲娟. 大语言模型赋能英语口语教学的实证研究[J]. 现代教育技术, 2025, 35(10): 33-41.
[37] 吴坚豪, 周婉婷, 曹超. 生成式人工智能技术赋能口语教学的实证研究[J]. 中国电化教育, 2024(4): 105-111.
[38] Wang, J., Ismail, H.H. and Mansor, A.Z. (2025) Enhancing Chinese EFL Learners’ Speaking Proficiency through AI-Integrated POA. Educational Sciences: Theory and Practice, 25, 44-57.
[39] Shi, W. and Shakibaei, G. (2025) Insights into the Effectiveness of Artificial Intelligence‐Integrated Speaking Instruction in Enhancing Speaking Skills and Social-Emotional Competence as Well as Reducing Demotivation and Shyness. European Journal of Education, 60, e70174.
https://doi.org/10.1111/ejed.70174
[40] Çakmak, F. (2022) Chatbot-Human Interaction and Its Effects on EFL Students’ L2 Speaking Performance and Anxiety. Novitas-ROYAL, 16, 113-131.
[41] Zheng, Y., Zhou, Y., Chen, X. and Ye, X. (2025) The Influence of Large Language Models as Collaborative Dialogue Partners on EFL English Oral Proficiency and Foreign Language Anxiety. Computer Assisted Language Learning, 39, 1092-1118.
https://doi.org/10.1080/09588221.2025.2453191
[42] Zou, B., Liviero, S., Ma, Q., Zhang, W., Du, Y. and Xing, P. (2024) Exploring EFL Learners’ Perceived Promise and Limitations of Using an Artificial Intelligence Speech Evaluation System for Speaking Practice. System, 126, Article 103497.
https://doi.org/10.1016/j.system.2024.103497
[43] Lee, J. (2025) Speaking English with AI or Humans: What Engages EFL Learners More? English Teaching, 80, 41-66.
https://doi.org/10.15858/engtea.80.5.202512.41
[44] Li, L., Zhang, X., Zou, B. and Yang, Q. (2025) AI Partner or Peer Partner? Exploring AI-Mediated Interaction in EFL Pronunciation from a Socio-Cultural Perspective. Learning, Culture and Social Interaction, 55, Article 100958.
https://doi.org/10.1016/j.lcsi.2025.100958
[45] Pituxcoosuvarn, M., Tanimura, M., Murakami, Y. and White, J.S. (2025) Enhancing EFL Speaking Skills with AI-Powered Word Guessing: A Comparison of Human and AI Partners. Information, 16, Article 427.
https://doi.org/10.3390/info16060427
[46] Ye, Y., Deng, J., Liang, Q. and Liu, X. (2022) Using a Smartphone-Based Chatbot in EFL Learners’ Oral Tasks. International Journal of Mobile and Blended Learning, 14, 1-17.
https://doi.org/10.4018/ijmbl.299405
[47] Ericsson, E. and Johansson, S. (2023) English Speaking Practice with Conversational AI: Lower Secondary Students’ Educational Experiences over Time. Computers and Education: Artificial Intelligence, 5, Article 100164.
https://doi.org/10.1016/j.caeai.2023.100164
[48] Lee, J.H., Shin, D. and Hwang, Y. (2024) Investigating the Capabilities of Large Language Model-Based Task-Oriented Dialogue Chatbots from a Learner’s Perspective. System, 127, Article 103538.
[49] Shafiee Rad, H. (2024) Revolutionizing L2 Speaking Proficiency, Willingness to Communicate, and Perceptions through Artificial Intelligence: A Case of Speeko Application. Innovation in Language Learning and Teaching, 18, 364-379.
https://doi.org/10.1080/17501229.2024.2309539