English is widely regarded as a global language, and it has become increasingly important for global communication. As a result, the demand for English language education has been on the rise. In China, a significant number of individuals are engaged in learning the English language. However, many English learners in China encounter challenges when it comes to developing their speaking skills. This study aims to investigate the factors influencing the speaking skills of English learners in China. Employing a mixed-methods approach, data were collected through a questionnaire from 455 college students from three different courses (arts, science & business, and commerce) in China. The study findings identified several factors impacting the speaking skills of English learners in China, including limited opportunities for speaking practice, fear of making mistakes, limited exposure to English-speaking environments, inadequate teacher training, and the influence of the Chinese language on English pronunciation. Additionally, the study highlighted that learners who have greater exposure to English-speaking environments and more opportunities for speaking practice tend to demonstrate better speaking skills. The novelty of this study lies in its valuable insights into the factors influencing the speaking skills of English learners in China. Based on the findings, it is recommended that English teachers receive enhanced training to effectively teach speaking skills, and learners should be provided with increased opportunities for speaking practice, such as participating in group discussions or engaging in speaking activities.

UNASSIGNED: This study investigated the effectiveness of artificial intelligence-based instruction in improving second language (L2) speaking skills and speaking self-regulation in a natural setting. The research was conducted with 93 Chinese English as a foreign language (EFL) students, randomly assigned to either an experimental group receiving AI-based instruction or a control group receiving traditional instruction.
UNASSIGNED: The AI-based instruction leveraged the Duolingo application, incorporating natural language processing technology, interactive exercises, personalized feedback, and speech recognition technology. Pre- and post-tests were conducted to assess L2 speaking skills and self-regulation abilities.
UNASSIGNED: The results of the study demonstrated that the experimental group, which received AI-based instruction, exhibited significantly greater improvement in L2 speaking skills compared to the control group. Moreover, participants in the experimental group reported higher levels of self-regulation.
UNASSIGNED: These findings suggest that AI-based instruction effectively enhances L2 speaking skills and fosters self-regulatory processes among language learners, highlighting the potential of AI technology to optimize language learning experiences and promote learners\' autonomy and metacognitive strategies in the speaking domain. However, further research is needed to explore the long-term effects and specific mechanisms underlying these observed improvements.

UNASSIGNED: The current study aims to investigate the impact of online language exchanges on the speaking skills and willingness to communicate (WTC) of Chinese postgraduate students in an advanced English program. The study compares two intact classes: e-tandem, who communicate with foreign English speakers through the Tandem language exchange application, and conventional, who participate in collaborative speaking tasks inside the class. The study also examines the attitudes and perceptions of the EFL learners toward the online language exchanges.
UNASSIGNED: 58 Chinese postgraduate students were recruited from a second-year advanced English program and divided into two intact classes: e-tandem and conventional. The e-tandem group used the Tandem language exchange application to communicate with foreign English speakers online, while the conventional group participated in collaborative speaking tasks inside the class. The data were collected through the IELTS speaking module, WTC scale, and semi-structured interviews. The data were analyzed using descriptive and inferential statistics.
UNASSIGNED: Both groups showed improvement in their speaking skills and WTC. However, the e-tandem group outperformed the conventional group. The findings indicate that online language exchanges have a positive impact on the speaking skills and WTC of EFL learners. The EFL learners also had positive attitudes and perceptions toward the online language exchanges, although some expressed reservations.
UNASSIGNED: The study concludes that online language exchanges can be an effective tool for improving the speaking skills and WTC of EFL learners. The study also suggests that collaborative speaking courses in EFL settings should consider incorporating online language exchanges. However, the study also highlights the need to address the concerns and reservations expressed by some EFL learners regarding online language exchanges. Overall, the study has important pedagogical implications for EFL settings, suggesting that online language exchanges can enhance speaking skills and WTC.

One of the popular theories in psychology that potentially contributes to the development of teaching and learning programs is brain dominance. According to this theory, the brain is categorized into two hemispheres based on personal traits and cognitive styles. It is interesting to investigate the correlation between brain dominance and second language learning. Therefore, this study set out to examine the correlation between brain dominance and the development of English reading, and speaking skills. For this purpose, the required data were randomly gathered from 230 sophomore students in four different universities and were analyzed through a Pearson Chi-Square test, a Kruskal-Wallis test, and a Mann-Whitney test. Findings evidenced a significant correlation between brain dominance and reading skills. Three categories of brain dominance groups differ in reading skills in which moderate right-brain shows the highest score. Concerning the speaking skills, however, the results documented no significant correlation between brain dominance and speaking skills. Three groups of brain dominance were not significantly different in three aspects of speaking skills, including accuracy, fluency, and comprehensibility. The study concludes by proposing a range of implications and some avenues for further research.