PIIS Students' Perceptions at Tanjungpura University on the Role of Artificial Intelligence in Developing Academic Speaking Skills
DOI:
https://doi.org/10.26418/j-psh.v16i3.101422Keywords:
Academic Speaking Skills, AI Literacy, Artificial Intelligence (AI), Higher Education, Technology Acceptance Model (TAM)Abstract
The rapid global adoption of Artificial Intelligence (AI) has transformed higher education, necessitating research on its impact, particularly in social science fields. This study investigates the perception of 151 undergraduate students from the Social Sciences Education Department at Tanjungpura University towards the role of AI in developing Academic Speaking Skills. Employing a quantitative, descriptive survey design, the research utilizes the Technology Acceptance Model (TAM) framework, assessing Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Toward Using (ATT), and Behavioral Intention to Use (BITU). The findings indicate an overall positive and stable acceptance of AI (Overall Mean 2.895 on a 4 -point scale). Perceived Usefulness is the highest adoption driver (Mean 3.00), with students most strongly agreeing that AI is superior for brainstorming and finding ideas for presentations (Mean 3.26). However, the acceptance is critical and controlled: students showed lower confidence that AI automatically improves the overall quality of their final arguments (Mean 2.66). This discrepancy, alongside the lowest score in Behavioral Intention to Use (Mean 2.74), highlights a controlled integration approach. The study concludes that while AI is highly valued as a creative support tool, there is a crucial and urgent need to integrate mandatory AI Literacy programs into the curriculum to ensure students develop the critical skills necessary to review, adapt, and responsibly use AI output in academic discourse within Higher Education.References
Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3). https://doi.org/10.30935/cedtech/13152
Annamalai, N., Ab, R., Munir, U., Mohamed, M., Harb, M., & Eddin, A. (2023). Computers and Education : Artificial Intelligence Using chatbots for English language learning in higher education. Computers and Education: Artificial Intelligence, 5(June), 100153. https://doi.org/10.1016/j.caeai.2023.100153
Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W., & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: a call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-023-00436-z
Chen, K., & Jang, S. (2010). Computers in Human Behavior Motivation in online learning : Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752. https://doi.org/10.1016/j.chb.2010.01.011
Dai, L., & Wu, F. (2025). An AI-powered conversational system for college students learning English as a second language.
Ding, D., & Yusof, A. M. B. (n.d.). speaking anxiety : a mixed methods study. 2025, 1–16.
Grassini, S. (2023). Shaping the Future of. Education Sciences, 13(692), 1–13.
Microsoft. (2025). 2025 AI in Education: A Microsoft Special Report.
Perkins, M. (2023). Academic Integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2). https://doi.org/10.53761/1.20.02.07
Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning : illuminating the impact on speaking skills and self-regulation in Chinese EFL context. November. https://doi.org/10.3389/fpsyg.2023.1255594
Report, A. M. S. (2025). 2025 AI in Education.
Schei, O. M., & Ludvigsen, K. (2024). education sciences Perceptions and Use of AI Chatbots among Students in Higher Education : A Scoping Review of Empirical Studies.
Wang, Y. (2025). A Study on the Efficacy of ChatGPT in Enhancing Students ’ English Communication Skills. March, 1–17. https://doi.org/10.1177/21582440241310644
Yee, C., Yip, K., & Seng, C. (2023). Computers and Education : Artificial Intelligence Exploring the role of intrinsic motivation in ChatGPT adoption to support active learning : An extension of the technology acceptance model. Computers and Education: Artificial Intelligence, 5(October), 100178. https://doi.org/10.1016/j.caeai.2023.100178
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0171-0
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Nazwa Anzani, Yusawinur Barella
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
