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THE SMALLTALK2ME AI APP IN ENGLISH
SPEAKING SKILLS: AN ACTION RESEARCH
AMONG HIGHER EDUCATION STUDENTS IN
LOJA, ECUADOR
LA APLICACIÓN DE INTELIGENCIA ARTIFICIAL
SMALLTALK2ME EN LA DESTREZA COMUNICATIVA
ORAL EN INGLES: UN INVESTIGACIÓN ACCIÓN EN
ESTUDIANTES DE EDUCACIÓN SUPERIOR EN LOJA,
ECUADOR
Mgtr. Jimmi Fabricio Celi Díaz
Universidad Nacional de Loja, Ecuador
Mgtr. Jean Pierre Bustos Rodríguez
Universidad Nacional de Loja, Ecuador
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DOI: https://doi.org/10.37811/cl_rcm.v8i6.15469
The Smalltalk2Me AI app in English Speaking Skills: An Action Research
Among Higher Education Students in Loja, Ecuador
Mgtr. Jimmi Fabricio Celi Díaz1
jimmi.celi@unl.edu.ec
https://orcid.org/0009-0000-4196-0639
Universidad Nacional de Loja
Ecuador
Mgtr. Jean Pierre Bustos Rodríguez
jean.bustos@fte.edu.ec
https://orcid.org/0009-0006-0474-3778
Universidad Nacional de Loja
Ecuador
ABSTRACT
This study explores the impact of the SmallTalk2Me application in improving English speaking skills
among higher education students in Loja, Ecuador. Using an action research approach, the study aimed
to assess how this artificial intelligence app influences key aspects of oral proficiency, including
fluency, pronunciation, grammar, and vocabulary development. Participants engaged in well-designed
activities to incorporate the SmallTalk2Me app into their learning routines, providing opportunities for
authentic interaction and real-time feedback. Data was collected through pre- and post-intervention
assessments, observations, participant reflections, and a questionnaire. Results indicate significant
improvements in students’ oral performance, mainly in pronunciation and fluency, along with improved
confidence in oral communication. Despite these positive results, challenges were identified related to
technical issues and initial user familiarity with the application. This research highlights the potential
of artificial intelligence-powered apps to support English learning and recommends further studies to
explore their long-term impact and integration into diverse educational contexts.
Keywords: smalltalk2me app, english speaking skills, higher education
1
Autor principal
Correspondencia: jimmi.celi@unl.edu.ec
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La Aplicación de Inteligencia Artificial Smalltalk2Me en la Destreza
Comunicativa Oral en Ingles: Un Investigación Acción en Estudiantes de
Educación Superior en Loja, Ecuador
RESUMEN
Este estudio explora el impacto de la aplicación de inteligencia artificial SmallTalk2Me en la mejora la
competencia comunicativa oral en Ingles entre los estudiantes de educación superior en Loja, Ecuador.
Utilizando un enfoque de investigación-acción, el estudio tuvo como objetivo evaluar cómo esta
aplicación de inteligencia artificial influye en aspectos clave de la competencia oral, incluida la fluidez,
la pronunciación, la gramática y el desarrollo del vocabulario. Los participantes participaron en
actividades bien diseñadas para incorporar la aplicación SmallTalk2Me en sus rutinas de aprendizaje,
brindando oportunidades de interacción auténtica y retroalimentación en tiempo real. Los datos se
recopilaron a través de evaluaciones previas y posteriores a la intervención, observaciones, reflexiones
de los participantes y un cuestionario. Los resultados indican mejoras significativas en el desempeño
oral de los estudiantes, principalmente en pronunciación y fluidez, junto con una mayor confianza en la
comunicación oral. A pesar de estos resultados positivos, se identificaron desafíos relacionados con
problemas técnicos y la familiaridad inicial del usuario con la aplicación. Esta investigación destaca el
potencial de las aplicaciones impulsadas por inteligencia artificial para apoyar el aprendizaje del inglés
y recomienda estudios adicionales para explorar su impacto a largo plazo y su integración en diversos
contextos educativos.
Palabras clave: aplicación smalltalk2me, habilidades para hablar inglés, educación superior
Artículo recibido 28 noviembre 2024
Aceptado para publicación: 20 diciembre 2024
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INTRODUCTION
Mastering English to communicate students' ideas and thoughts effectively plays a vital role in their
daily class activities. Dávila et al. (2024) emphasizes that speaking is crucial for interaction in a
globalized world, as it serves as a primary way to communicate. However, developing speaking skills
requires a supportive environment where students can confidently practice without fear or hesitation,
as these skills pose a significant challenge for learners (Samiya, 2024).
As well as in Ecuador, many higher education students in the English language learning process struggle
to achieve the level of speaking proficiency necessary for effective communication using the English
Language in their daily lives. Besides, students have low motivation to express opinions or ask questions
due to their limited language abilities. Additionally, the lack of resources in public universities hampers
the implementation of innovative teaching methods that could foster meaningful interactions between
students and teachers. As a result, students fail to reach the language proficiency standards outlined by
the Common European Framework of the References for the Language (Dwi & Wahyuningsih, 2024).
When students interacted among themselves in oral learning activities, many challenges were revealed
such as fear of making mistakes, and low confidence because of their poor fluency (Yuksel et al., 2023).
These issues arise partly due to insufficient opportunities for oral production during daily classes.
Nowadays, the lack of electricity that Ecuador is suffering during these times, engages teachers to
improvise the didactic resources and develop their activities with the minimum materials, in which
provides an overview of the challenges that the educational context is facing.
Various methods, including questioning, dialogues, role-plays, interviews, and conversations, have
enhanced students’ speaking abilities. Among these, the SmallTalk2Me app has shown promise in
encouraging student interaction and participation in learning activities (Klimova et al., 2023). Speaking
is one of the most challenging skills for non-native speakers to develop, largely because students lack
the confidence, vocabulary, and pronunciation skills to express their ideas effectively. In addition, fear
of errors hinders progress, as does the limited use of innovative teaching and learning strategies based
on technology or artificial intelligence like the SmallTalk2Me app, which could support fluency and
coherence development.
Research indicates the SmallTalk2Me artificial intelligence app can enhance speaking skills by
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fostering interaction and providing immediate feedback. For example, Fitria et al. (2021) highlights that
artificial intelligence apps such as the smalltalk2M2 app help improve fluency, coherence,
pronunciation, grammar, and vocabulary. With the incorporation of the SmallTalk2Me app, higher
education students benefit from instant, personalized feedback that enhances their performance, making
it a valuable resource for encouraging active language application (Kholis, 2021).
This study acknowledges the transformative role of the SmallTalk2Me app in language learning,
particularly in improving speaking skills. As technology resources evolve educators, students, and
universities are exploring innovative strategies to face teaching and learning limitations such as limited
authentic speaking practice and personalized feedback (M. Opyr, 2021). To thoroughly investigate this
issue, reviewing existing literature and empirical studies about the SmallTalk2Me app is an important
aspect of developing this study. For instance, Fitria (2021) demonstrated the Smalltalk2Me app’s
effectiveness in utilizing speech recognition to provide personalized feedback and practice
opportunities. Following, Wu et al. (2024) the smalltalk2Me app reported positive outcomes as a result
of its use in conversational classroom activities to enhance communication skills.
Based on findings obtained from this study, it is notable the valuable contributions of the Smalltalk2Me
app because of its integration as a learning strategy in class to enhance speaking skills among higher
education students at a public university in Loja. As long as the present study proposes as the main
research question; How does the smalltalk2Me app enhance English speaking skills improvement?, and
the following two research questions: What is the effectiveness of the Small-talk2Me app in enhancing
higher education students’ speaking skills? and What are the students’ experiences regarding the Small-
talk2Me app in improving speaking skills?.
METHODOLOGY
This study adopts an action research design with a mixed-method approach, integrating qualitative and
quantitative methods to apply the intervention proposal. Nassaji (2020) states that this design seeks to
understand and explore rather than to explain and manipulate variables. It is contextualized and
interpretive, emphasizing the process or outlines of development rather than the invention or outcome
of the research.
The research focuses on implementing the SmallTalk2Me app as a learning strategy to enhance English-
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speaking skills among higher education students at a public university in Loja. The sample was
integrated by 38 students who were rolled in cycle 2 with A2 English level. The action research was
based on the steps proposed by Burns (2019) aimed to enhance speaking skills, the process began with
the planning phase, in which the researcher identified the issue, and posed the question How does the
Smalltalk2Me app enhance English speaking skills improvement?, and designed an intervention plan.
During the action phase, pre-and post-tests were conducted, and a rubric was employed to assess
students' speaking abilities. In the observation phase, the Smalltalk2Me app’s effectiveness was
reflected through field notes and questionnaires. Lastly, the reflection phase focused on interpreting
quantitative and qualitative data using statistical analysis, presenting findings, and offering conclusions
and recommendations to address the research sub-questions. This study utilized a quasi-experimental
design to investigate the effects of interventions, subsequent Putra et al. (2022) explanation that such
designs are suitable for educational research involving nonrandom group assignments.
On the other hand, Jalbani et al. (2023) highpoint that quasi-experimental studies reflect real-world
conditions, enhancing understanding of intervention impacts. Instruments like pre-tests and post-tests,
as described by Gazali and Saefuloh, (2023) were integral in measuring changes in student outcomes.
As applied research, the study focused on practical problem-solving and generating actionable findings,
consistent with Schoonenboom (2012) states the relevance of applied research for decision-making and
policy development. Therefore, this study adopts a descriptive-explanatory methodology, which
involves detailing the intervention process and exploring the factors driving observed outcomes. The
descriptive component focuses on systematically recording students' speaking performance and use of
the app, while the explanatory part investigates its effect on learning outcomes (Ghafar, 2023). This
integrated approach not only evaluates the intervention's success but also adds to the theoretical
understanding of using technology in language learning.
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RESULTS
This section presents the findings obtained from the pretest, posttest, and questionnaire administration.
These research instruments were utilized to assess students' progress in speaking skills, including
fluency, pronunciation, vocabulary, and grammar because of integrating the Smalltalk2Me app.
Additionally, a Likert-scale questionnaire with 5 options such as "Strongly Agree," "Agree,"
"Disagree," and "Strongly Disagree" was used to gather students' experience with the smalltalk2Me app
application. This section also explains how the research questions were answered.
Research question 1: What is the effectiveness of the Small-talk2Me artificial intelligence app in
enhancing higher education students’ speaking skills?
Table 1 Pretest and Posttest Results
Criteria
Pretest
Posttest
Fluency (2.5)
0,91
1,96
Pronuncation (2.5)
1,03
2,15
Grammar (2.5)
1,09
1,90
Vocabulary (2.5)
1,04
1,95
Total means
4,07
7,96
Elaborated by Celi and Bustos, 2024
Table 1 compares the results before and after implementing the SmallTalk2Me app in formative
assessment activities designed to enhance speaking skills, focusing on fluency, pronunciation, grammar,
and vocabulary. The data reveals notable improvements, with "pronunciation" achieving the highest score
of 2.15. In the same way, students scored 1.90 in "grammar" and 1,95 in "vocabulary" after using the
Smalktal2Me app, portraying its effectiveness in improving performance. However, the scores could be
higher than those if the intervention time should be longer than this. However, the results demonstrate that
students encountered the required learning outcomes, surpassing the Ministry of Education's grading
benchmark of 7/10. The researcher observed that the SmallTalk2Me app effectively supported students in
enhancing their English-speaking skills dynamically and engagingly, helping maintain their interest and
motivation in learning activities designed for integrating the strategy.
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Research question 2: What are the students’ experiences with the Small-talk2Me app in improving
speaking skills?.
Table 2 Questionnaire Results
Questions
SA
A
D
SD
1
Did you find the SmallTalk2Me app enjoyable in the
learning activities to improve speaking skills?
60%
25%
15%
----
2
Are you happy with the learning activities facilitated by
the SmallTalk2Me app in the classroom?
58%
37%
3%
2%
3
Do you think the activities with the SmallTalk2Me app
have enhanced your communication skills with your
classmates?
57%
43%
----
---
4
Do you consider that the learning activities were effective
in your real practice?
60%
35%
5%
-
5
Do you think the small-talk2Me app application has
improved your pronunciation and fluency?
54%
39%
5%
2%
6
Do you think, you have improved your vocabulary and
grammar by integrating the small-talk2Me app in learning
activities?
60%
30%
7%
3%
Elaborated by Celi and Bustos, 2024
The results show that higher education students generally had a positive response to the SmallTalk2Me
app for improving various aspects of their speaking skills. Many participants, especially those who
strongly agreed or agreed, found the Smalltalk2Me app effective in boosting their fluency, pronunciation,
grammar, and vocabulary to enhance all communicative skills. Activities like role-playing, question-and-
answer sessions, debates, discussion, and peer discussions were particularly highlighted as helpful in
building their speaking confidence. Additionally, most students were satisfied with the learning activities
created by the app, noting significant improvements in pronunciation. However, some students felt that
the app did not have a major impact on their speaking skills, especially in fluency criteria.
Despite the positive feedback, there were areas where the SmallTalk2Me app could be improved deeply.
Some students reported that the app was generally effective, but certain activities were less engaging or
impactful. A small group of students did not find the app effective in enhancing their fluency. These
findings suggest that although SmallTalk2Me is a valuable app for language learning, there is potential
for further refinement of its activities to better cater to the needs of all learners.
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DISCUSSION
Comparing this study's results with findings from previous research is a valuable experience to understand
the strategy function and impact on the students' learning. It aims to address the main research question
and sub-questions, as well as identify the limitations faced during the intervention plan and offer
recommendations for future research. The primary research question was: How does the Smalltalk2Me
app enhance English speaking skills improvement?, The results from the pre-and post-tests indicate that
the integration of the SmallTalk2Me app positively impacted students' speaking skills, particularly in
pronunciation. These findings align with Salamanti et al. (2023) who suggested that the SmallTalk2Me
app helps students speak more naturally by enhancing their pronunciation and fluency. Momenanzadeh
et al. (2023) also supported this, in their study entitled “English as a Foreign Language Preservice
Teachers’ Technological Pedagogical Content Knowledge: A Quantitative Comparative Study”, the
integration of technology fosters speaking ability and boosts students' self-confidence in grammar and
vocabulary. Despite these positive outcomes, there were some limitations, such as the lack of electricity,
and intermittent internet connectivity, which hindered more intensive practice during classes. As a result,
the researcher recommends future studies implement more extensive intervention time or sessions to
provide students with better speaking practice.
Regarding the first sub-question: What is the effectiveness of the Small-talk2Me artificial intelligence
app in enhancing higher education students’ speaking skills?. The app’s effectiveness was evident in the
improvement of students' pre-test (4.07) and post-test (7.96) scores, with a difference of 3.83 points,
surpassing the National Grading Scale’s benchmark of 7 points. The post-test results showed
improvements in fluency (1.96), pronunciation (2.15), grammar (1.90), and vocabulary (1.95). These
findings confirm that the SmallTalk2Me app had a positive impact on speaking skills, in line with Kang
(2022) the repetitive nature of the app enhanced fluency and pronunciation. These results were also
revealed in the research carried out by Neenaz et al. (2023), who highlighted the app’s ability to boost
students' speaking skills and confidence, particularly through group work. Similarly, Iorliam and Ingio
(2024)found that the app helped integrate real-world experiences into the classroom, promoting more
natural English conversation.
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The second sub-question: What are the students’ experiences with the SmallTalk2Me app for improving
speaking skills? Data from the questionnaire and field notes revealed that most students had a positive
perception of the app, particularly in enhancing their pronunciation. Students appreciated that the activities
were engaging and different from repeating and memorizing methods. Dávila et al. (2024)mentions that
students in their learning activities enjoyed working with the SmallTalk2Me app and believed it should
be continued in future classes. However, limitations included issues with the internet connection, which
restricted practice time, and students’ deficient language proficiency, which made it difficult for them to
engage effectively in discussions, dialogues, and role-plays.
Furthermore, prior studies using similar artificial intelligence apps with university students had smoother
interventions due to the students' higher proficiency levels. Despite the positive results obtained, this study
presents certain limitations that should be considered. Firstly, the sample size was limited to a single
university in the Loja, which could restrict the generalizability of the findings to other educational
contexts. Additionally, the time assigned for the intervention plan was relatively short, which may not
have allowed for the observation of long-term improvements in students' speaking skills. Another
potential limitation is the unfairness of restricting the interaction between students and researchers during
the implementation process, which may have influenced participants' motivation or performance levels.
Furthermore, although the technological app provided immediate feedback, its focus on specific aspects
such as pronunciation and vocabulary may have left other areas underdeveloped, such as emotional
expression or spontaneous language use. Finally, future research should consider a broader and more
longitudinal approach, as well as include additional contexts and variables, to gain a more comprehensive
understanding of the impact of smalltalk2Me as a learning strategy to develop speaking skills.
CONCLUSIONS
Before the intervention, students faced notable difficulties in English speaking skills, such as hesitation,
repeated grammatical mistakes, limited vocabulary, poor pronunciation, and low fluency, as the results
demonstrated in the pre-test score 4,07. These challenges revealed shortcomings in classroom learning
activities and student engagement in spoken English skills.
Integrating the Smalltalk2Me app allows for significant advancements in students' oral communication
reflected in the average post-test score of 7.96.
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This app helped improve fluency, pronunciation, grammar, and vocabulary offering authentic
conversational experiences that encouraged deeper engagement with the language and practical usage.
Furthermore, the app provided a supportive environment that reduced anxiety, boosting students'
confidence and enthusiasm for speaking learning activities developed in class. Higher education
students described the interactions with the app as innovative, motivating, and enjoyable, particularly
because they appreciate the immediate and personalized feedback on pronunciation and grammatical
structure. This dynamic and engaging approach not only elevated their language proficiency but also
increased their active participation and commitment to learning the language.
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