AI TUTORS FOR ORAL PRESENTATION SKILLS: A CASE STUDY OF UNDERGRADUATE STUDENTS’ READINESS, PERCEPTIONS, AND ANXIETY

Abstract

This study explores undergraduate students’ readiness, perceptions, and anxiety-related experiences in using AI tutors to develop English oral presentation skills. Oral presentations are a critical component of academic success, yet many students experience significant language anxiety that affects their performance and confidence. AI-supported learning tools offer individualized feedback and low-pressure practice opportunities, but little is known about students’ readiness to adopt these technologies or how they perceive their usefulness in oral skill development. Five (5) undergraduate students participated in a focus group interview, and the data were analysed thematically using NVivo software. Findings reveal four key themes: students’ readiness to engage with AI tutors, perceived usefulness of AI in improving oral presentation skills, the interaction between AI use and language anxiety, and challenges or limitations encountered while using AI. The study highlights the potential of AI tutors to supplement traditional oral presentation training while also identifying areas for pedagogical improvement and tool refinement. Implications for ESL teaching, curriculum design, and technology-enhanced language learning are discussed.