International Journal of TESOL Studies (2024)

Vol. 6 (3) 4-23 https://doi.org/10.58304/ijts.20240302

Article

Enhancing EFL Speaking Feedback with ChatGPT’s Voice Prompts

Jerry Huang
Kansai University, Osaka, Japan

Received: 23 December, 2023/Accepted: 11 January, 2024/Published: 30 April, 2024

Abstract
In English as a Foreign Language (EFL) instruction, fostering effective communication is
paramount. Oral presentations can serve as a catalyst, nurturing speaking skills among learners.
Surprisingly, scant attention has been directed toward studying the impact of feedback on oral
presentations. Leveraging innovative tools like ChatGPT can be pivotal in addressing this gap.
Utilizing ChatGPT allows students to actively practice and receive tailored feedback, positioning AI
as an invaluable language assistant or tutor. Carefully crafted prompts not only elicit constructive
feedback but also serve as a means to refine pronunciation. Integrating these strategies into EFL
instruction promises to elevate the learning journey, enriching students’ experiences and honing
their linguistic prowess. This article will demonstrate voice prompts with practical sample outputs
for speaking practices that elicit feedback on different parts of an oral presentation.

Keywords
ChatGPT, generative-AI, prompts, speaking, feedback

1. Introduction

Improving oral speaking skills in a foreign language is one of the most formidable challenges that
dictate a person’s ability to communicate face-to-face (Gani et al., 2015). Often, learners face limited
exposure to the speakers of the language, particularly evident in contexts like English as a Foreign
Language (EFL). Using oral presentations in the classroom can be a common strategy in addressing
this limitation. This approach aims to actively engage learners in the target language, fostering natural
language interaction and exposure while facilitating language acquisition (Gürbüz & Cabaroğlu, 2021).
However, encouraging learners to speak is far from effortless. Anxiety becomes a prevalent hurdle,
especially for EFL speakers hesitant to engage. Pronunciation concerns, immediate questioning, fear
of errors, and apprehension about negative evaluation are significant contributors to EFL speaking
anxiety (Öztürk & Gurbuz, 2014). Shyness, as noted by Kaur et al. (2016), is another factor affecting
participation. Additionally, as Yangai and Baker (2015) highlighted, the Japanese context specifically
grapples with the inadequacy of oral communication skill practice within its education system.

Email: [email protected]
Jerry Huang 5

A notable link between pronunciation and learning anxiety has been identified, as highlighted
by Baran-Łucarz (2011). One effective approach in alleviating this anxiety involves the integration
of mini-speeches and presentations coupled with constructive feedback (Öztürk & Öztürk, 2021).
For instance, Motallebzadeh et al. (2020) conducted an empirical study involving 50 upper-
intermediate secondary EFL students, demonstrating a significant reduction in anxiety levels when
peer feedback was incorporated into the classrooms. Another approach involves Automatic Speech
Recognition (ASR), where students reported feeling less anxious speaking in front of an ASR-based
interface than interacting with peers or individuals, as outlined in research by Bashori et al. (2020).
Other studies show a positive impact on students’ oral presentation skills from receiving formative
feedback from teachers and peers, although teacher feedback is preferred (Jahromi, 2020). Another
study also demonstrated the feasibility of using peer feedback, as students significantly improved
their presentation skills (Lee, 2017). Furthermore, the additional benefits of feedback could foster
students’ critical thinking skills (Faridah et al., 2020). As most of the feedback studies are primarily
focused on written feedback, there seems to be a scarcity of research on feedback on speaking, such
as oral presentations (Sheen, 2010). One case study conducted by Bo et al. (2016) concluded that
commentary on oral presentations not only consolidates students’ linguistic knowledge but also aids in
the development of communicative competence and discourse strategies.
In the digital age, artificial intelligence (AI) has emerged as a crucial tool aiding learners in
numerous ways. Its application, particularly in EFL writing, has showcased immense potential.
Research studies employing AI, such as ChatGPT, have illustrated its effectiveness in writing classes
(e.g., Kohnke et al., 2023; Dai et al., 2023). Through receiving feedback from ChatGPT, students
benefit from its guidance in enhancing their writing skills and enriching their language proficiency
(Dergaa et al., 2023; Schmidt-Fajlik, 2023). This signifies the inception of AI integration within
the classroom environment. However, despite its promising capabilities, concerns have been raised
regarding AI’s limitations. Issues such as missing nuances, potential over-reliance, hindrance in
fostering creativity and critical thinking, and the risk of plagiarism have been highlighted (Mar, 2023;
Granados, 2022; Stewart, 2023). Additionally, there are apprehensions that the information generated
by ChatGPT might lack depth or be insufficient (Barrot, 2023; Teng, 2023). Therefore, strategies must
be implemented to address these concerns. Suggestions include utilizing ChatGPT as a supplementary
resource rather than a sole solution (Barrot, 2023) and employing carefully crafted prompts to guide
its use (Huang, 2023).
The introduction of ChatGPT in 2022 sparked extensive research into its educational applications.
Primarily explored in writing classes, previous studies have highlighted its invaluable role in providing
students with immediate feedback on their work. Initially released in September 2023 for paid users
only, the voice function marked a significant milestone. OpenAI’s November 21, 2023 announcement,
which expanded its availability to all free users, elevated its potential. This advancement enables users
to utilize its text features and access its voice capabilities, amplifying its utility.
The ChatGPT app has a very user-friendly layout. To access the voice feature, users must tap
the ‘headphone’ icon at the bottom right of the screen upon launching the app. Initial use involves
selecting a preferred voice from five available options. Once selected, users can seamlessly engage
in conversations using the voice feature by tapping the ‘headphone’ icon. ChatGPT’s multilingual
capabilities make it an excellent tool for language learners of all proficiency levels seeking speaking
practice.
In this article, I will demonstrate how students can maximize the potential of ChatGPT by utilizing
voice prompts to acquire valuable feedback on their oral presentations and for pronunciation practices.
The no-cost version of ChatGPT 3.5 was utilized during the field-testing, although infrequent
disruptions, typically lasting a few minutes, were experienced. Conversely, the paid ChatGPT 4.0
offers faster responses and priority access during peak times, accompanied by additional features. This
study employs ChatGPT 3.5 to investigate an emerging trend in EFL education. It explores the ability
6 International Journal of TESOL Studies 6 (3)

for readers to readily replicate prompts without cost, contributing to a broader and more accessible
educational implementation. To explore its potentials, following questions were formulated:
RQ1: What voice prompts are useful for pronunciation and speaking practices?
RQ2: What voice prompts are helpful for receiving oral presentation feedback?

2. Prompt: Pronunciation and Speaking Practice

One commonly employed method in Large Language Model (LLM) prompting is the zero-shot
style. This style serves as a personalized tutor, posing a question and generating an answer in a
straightforward manner. It has proven to be efficient for information retrieval, making it ideal for
language learners at all levels. Students can easily utilize voice prompts to access information about
vocabulary, phrases, slang, and even colloquialisms. Moreover, ChatGPT’s multilingual capability
enables voice prompts in various languages, further enhancing its suitability for learners across
proficiency levels. Thus, ChatGPT’s voice assistance function is perfect for pronunciation practice.
Students can simply ask for pronunciation guidance and repeat to check accuracy. To illustrate its
versatility, here’s an example showcasing its diverse functionalities:

Example 1

The example voice prompt begins with a simple, optional greeting, immediately followed by a question
about a word or phrase intended for practice. Phrasing the questions here is crucial; without defining
the word or phrase’s language of origin, learners may struggle to receive an immediate response. In this
case, without setting the learner’s language (i.e., Japanese), ChatGPT might start explaining the correct
pronunciation of ‘cho-o-cho’ or its English meaning. The final part of the prompt asks for help with
pronunciation practice, achieving the intended goal. This feature not only enables users to quickly access
information in their target language, essentially functioning as a voice dictionary but also facilitates
immediate pronunciation practice with corrections. Learners can comfortably utilize this tool to improve
their language skills without worrying about public scrutiny or feelings of shyness. Not only is this
prompt simple and concise, but it also maintains the integrity of communication, mirroring real-life
Jerry Huang 7

interactions by including ‘hello’ and ‘please’. This approach not only fosters learners’ intuition but also
cultivates their politeness in real-world communication.
To enhance the speaking practice feature, it is essential to include additional instructions for
specific tasks. One should start off with an optional greeting, followed by defining ChatGPT’s
task. These pre-determined parameters will instruct ChatGPT what to do after the voice prompt.
Additionally, incorporating what is expected in the speech, such as grading rubrics would further
enhance the quality of the feedback. Below is an illustrative example.

Example 2
Hello, please listen to my speech about ‘my treasure’ and provide feedback and suggest improvements on
these areas, grammar, pronunciation, coherence, and addressing the 5W1H questions.

Using this voice prompt, ChatGPT is expected to help improve on various aspects of the learner’s
example ‘show and tell’ speech. It is important to note that the initial instruction ‘listen’ will prompt
ChatGPT to engage after confirming, while other phrases like ‘I would like to practice my speech’
will lead to follow-up questions. The latter part of the prompt specifies the aspects to address: correct
grammar usage, clear pronunciation for articulation, coherent flow for easy understanding. Moreover,
by addressing the 5W1H questions—Who, What, When, Where, Why, and How—the learner ensures
comprehensive coverage of essential information. By incorporating the phrase ‘suggest improvements’
alongside ‘provide feedback’, ChatGPT offers a more constructive evaluation, furnishing both an
overview of the speech and specific encouragement for enhancing requested features. Ultimately, this
prompt aims to evaluate speakers practicing spoken English by narrating about a meaningful possession,
ensuring a well-articulated response that covers the specified points comprehensively. The sample output
suggested exploration into personal connection and experience related to the treasure, making it more
engaging. Pronunciations of two vocabularies were pointed out for better clarity, further addressing the
treasure’s origin, significance and the giver could possible the narrative more comprehensive. Overall,
this prompt demonstrated the effectiveness of providing feedback in line with the expectation.

3. Prompt: Oral Presentation

The aforementioned examples demonstrate the fundamental features of ChatGPT in evaluating a

learner’s pronunciation and short speech. By employing similar logic, voice prompts can also be
8 International Journal of TESOL Studies 6 (3)

utilized for oral presentation practices. Just like writing, a presentation can be divided into three
distinct sections: introduction, body, and conclusion. Presentations are typically lengthier and demand
more preparation and practice. To simplify matters, employing three distinct prompts for each section
of the presentation proves more effective in eliciting feedback. This separation also allows easier
access for members, if the presentation is done collaboratively.

Example 3
Hello, please listen to the introduction part of my presentation and provide feedback, and suggest
improvements on pronunciation, clearly stating the topic, purpose, outline, coherence, and transition to
the next speaker.

Similar to the speech practice prompts, this prompt requests an assessment of the introduction
section in a presentation. It asks for feedback on various aspects, including pronunciation, the clear
communication of the topic, the purpose of the presentation, the outline or structure of the content,
coherence or how well the ideas flow together, and finally, how effectively the speaker transitions
to the next part or the next speaker in the presentation. This feedback will likely help the presenter
improve their delivery, ensuring a more impactful and organized introduction for their audience.
The sample output effectively praises the clarity of the introduction while offering specific areas for
Jerry Huang 9

enhancement, including pronunciation, elaborating on definition, specifying the presentation’s purpose,

refining transitions, and suggesting a smoother segue to the next speaker. This demonstrates the
effectiveness of the prompt by providing balanced feedback, positive reinforcement, and constructive
suggestions.

Example 4
Hello, please listen to the body part of my presentation and provide feedback, and suggest improvements
on pronunciation, relevance, comprehensiveness, depth, coherence, and transition to the next speaker.

Continuing from the introduction, this prompt evaluates the body section of the presentation. In
addition to pronunciation, relevant evaluation involves assessing how well the content aligns with the
presentation’s objectives. Comprehensiveness evaluates the breadth of information covered, while
depth scrutinizes the level of detail provided. Furthermore, the prompt seeks feedback on the overall
logical flow and coherence of the presentation, ensuring that ideas connect seamlessly. Lastly, it
emphasizes the importance of transitioning smoothly to the subsequent speaker, enhancing the overall
continuity and engagement of the presentation. The sample output acknowledges the three main areas
covered and provides constructive suggestions for improvement within each category—points 1, 2,
and 3, respectively: depth, coherence, and breadth. It is deemed effective as it offers specific actionable
recommendations to enhance the content’s quality and the scope of the presentation.

Example 5
Hello, please listen to the concluding part of my presentation and provide feedback, and suggest
improvements on pronunciation, summarization, message reinforcement, and a memorable conclusion.
10 International Journal of TESOL Studies 6 (3)

The closing phase of a presentation serves as the cornerstone for leaving a lasting impression. It is
vital to focus on different elements than introduction and body, although pronunciation remains the
central checkpoint. Other aspects, such as an effective summary and succinctly encapsulating the core
points discussed, reinforce the audience’s understanding. Furthermore, to fortify the main messages,
repetition is key; reiterating crucial ideas bolsters their retention. Lastly, crafting a strong and
memorable concluding statement not only leaves a lasting imprint but also encapsulates the essence
of the entire presentation, resonating with the audience long after the session ends. Feedback on these
aspects enriches the overall impact and effectiveness of the presentation’s conclusion. The sample
output recognizes the strength in delivering a comprehensive summary with clear pronunciation,
while also encouraging further elaboration with specific examples and a memorable conclusion.
Its effectiveness lies in meeting expectations by not only offering constructive suggestions but also
highlighting strengths and areas for improvement. Overall, the positive tone fosters encouragement
and provides guidance for enhancement, making it a impactful feedback.
The prompts mentioned were not provided by ChatGPT. Instead, the author carefully developed
them through trial and error, aiming to meet precise teaching goals. Ongoing research is underway to
analyze these prompts empirically, and the results will be shared in the future article. Meanwhile, from
my own teaching experience, I’ve found these prompts to be useful in the classroom, having tested
them with learners.

4. Discussion

Speaking is one of the four essential skills for promoting communication. For EFL students, the
hurdles are high due to the lack of context and the unavailability of language speaker checks, among
Jerry Huang 11

other factors that deter speaking. ChatGPT is here to fill this gap. As smartphones are ubiquitous, this
handy tool is readily available for anyone with a stable internet connection to use. The voice feature of
ChatGPT has been made available publicly, and for educators, it is crucial to be aware of its potential.
The prompts discussed here are designed to harness the benefits of speaking practice. Learners can
feel a sense of security while practicing without the presence of the language speaker. Furthermore,
although it is an AI bot, ChatGPT is very encouraging in the process of practicing pronunciation (at
least in the case of field testing). The grammar and structure feedback features were already available
in text form. With this additional voice feature, ChatGPT can virtually act as a language tutor or
speaking partner.
The examples presented here were meticulously crafted by the author through careful trial and
error. These prompts were intentionally kept short and concise to focus on speaking, thereby taking
full advantage of ASR. While there are many similarities in evaluating a presentation and a written
piece, the primary source of input differs. Instead of typing, learners provide input via the microphone,
essentially engaging in a form of speech. There’s an additional benefit to this input method—learners
can review the chat history to ensure ChatGPT accurately captures their voice. Requiring learners to
submit the script as an assignment ensures independent practice. However, there are some caveats to
this feature. Firstly, an unstable internet connection could lead to frustration. Secondly, background
noise might disrupt the practice, resulting in unwanted text being picked up. Thirdly, prolonged silence
triggers the termination of the ‘listen’ mode, disrupting the practice flow and potentially resulting in a
choppy or incomplete script.
The current focus of research on ChatGPT primarily revolves around writing and feedback, as
highlighted in studies by Kohnke et al. (2023) and Dai et al. (2023). However, this paper aims to
showcase the potential integration of ChatGPT’s capabilities into speaking and listening classes.
By harnessing ChatGPT’s dual functionality in providing feedback and utilizing ASR, it becomes
a valuable tool in addressing learner anxiety. Within the classroom setting, ChatGPT can serve as
a supportive intermediary for students who may feel uneasy using a foreign language among their
peers. Moreover, utilizing ChatGPT for speech practice prior to actual presentations could potentially
alleviate stage fright and bolster self-confidence. The voice feedback also enhances opportunities
for students to refine their listening skills alongside provided scripts, addressing the inadequacy
of oral communication practices in the Japanese education system (Yangai and Baker, 2015). For
educators, this tool proves invaluable by enabling lower-level students to engage in more meaningful
conversations. Additionally, it alleviates the pressure of providing individualized feedback before
or after speeches or presentations. Teachers can rely on the voice scripts submitted by students for a
preliminary assessment and offer further feedback as needed, streamlining the feedback process.
Despite ChatGPT excelling in providing feedback, it does have its limitations. Human oversight
is invaluable when it comes to understanding real-world context. While ChatGPT offers feedback on
pronunciation and structural aspects, it falls short in assessing elements like delivery and engagement
in a speech or oral presentation. This is why ChatGPT serves as a valuable tool for learners to address
concerns like pronunciation and structural errors, but it cannot replace human assistance. Although
ChatGPT can help identify language and structural errors beforehand through proper prompts in
text form, it is essential to note that learners must still engage in real-world interactions. Relying
solely on ChatGPT for speaking practice is insufficient, as human interaction remains crucial for a
comprehensive learning experience.

5. Concluding Remarks

In conclusion, the integration of ChatGPT into EFL speaking classes marks a significant stride towards
AI-driven education. Its implementation empowers learners towards independent learning, offering an
invaluable tool that caters to individual learning paces and styles. In today’s educational landscape, the
12 International Journal of TESOL Studies 6 (3)

utilization of AI tools has become unavoidable, offering a means to alleviate anxiety often associated
with speaking/oral presentations by providing a supportive, non-judgmental environment. However,
it is crucial to view ChatGPT not as a substitute for human interaction, but as an assistant or tutor that
complements traditional learning methodologies. Harnessing its benefits relies on the appropriateness
of the prompts, highlighting the importance of structured guidance to maximize its enriching potential
in the students’ learning journey.
Furthermore, the expeditious and efficient nature of ChatGPT significantly contributes to
enhancing learning outcomes by enabling quick feedback and guidance. Yet, it is imperative to
exercise caution and consider the necessity for supervision, specifically through prompt crafting as
showcased in this paper, to ensure that students navigate these AI tools responsibly. Digital literacy
emerges as a fundamental skill in this context, emphasizing the need to distinguish between biased
or false information generated by AI. Encouraging critical thinking and a discerning approach to
information becomes paramount, aligning with the broader goal of empowering students not only with
language proficiency but also with the ability to navigate the intricacies of an AI-integrated educational
landscape responsibly and effectively.

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Jerry Huang is an English language instructor at Kansai University, originally from Los Angeles.
He holds a master’s degree from Hyogo University of Teacher Education and is currently pursuing a
Ph.D. in foreign language education and research at Kansai University. Jerry’s teaching expertise lies
in English language courses, while his research interests encompass motivation, AI, ChatGPT, and
Languages Other Than English (LOTE).