AI-Scaffolded English Oral Performance and Learner Perceptions: A Comparative Case Study of Thai and Chinese University Students

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Published: Jul 30, 2026
DOI: https://doi.org/10.70730/DDOF5466
Keywords:
AI-scaffolding, oral performance, TAM perceptions, Thai students, Chinese students

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Monthon Kanokpermpoon
Language Institute, Thammasat University, Thailand
Thayakorn Klomkaew
English Program, Faculty of Humanities and Social Sciences, Kamphaeng Phet Rajabhat University, Thailand
Yuwei Liang
Beijing University of Technology, P. R. China

Abstract

This study explored how AI scaffolding helped support English oral communication among Thai and Chinese EFL university students and investigated how these students perceived the usefulness and ease of use of AI tools. Using a comparative mixed-methods analysis, the study purposively selected ten first-year undergraduate students (five Thai and five Chinese participants). The students completed three phases of scaffolded speaking tasks using ChatGPT (for Thai participants) or Doubao (for Chinese participants), along with an extended Technology Acceptance Model (TAM) questionnaire. Speaking performances were analyzed using the Complexity, Accuracy, and Fluency Framework and an Analytic Scoring Rubric, while questionnaire data were examined through descriptive statistics and thematic analysis. The findings revealed that students from both groups improved their vocabulary and idea organization, particularly during structured question-and-answer interactions. By contrast, grammatical accuracy showed little improvement across the three phases. Overall, both Thai and Chinese students viewed AI tools positively and considered them useful and easy to use, although cultural differences influenced what they valued most in the learning experience. The study suggests that generative AI works best as a supportive speaking partner that complements, rather than replaces, human language teachers.

Article Details

How to Cite
Kanokpermpoon, M., Klomkaew, T., & Liang, Y. (2026). AI-Scaffolded English Oral Performance and Learner Perceptions: A Comparative Case Study of Thai and Chinese University Students. LEARN Journal: Language Education and Acquisition Research Network, 19(2), 1040–1072. https://doi.org/10.70730/DDOF5466
Issue
Vol. 19 No. 2 (2026): LEARN Journal (July-December)
Section
Research Articles
Author Biographies

Monthon Kanokpermpoon, Language Institute, Thammasat University, Thailand

An Assistant Professor of Education (English Language Teaching) at the Language Institute, Thammasat University, Thailand. He obtained his PhD in Educational and Applied Linguistics from Newcastle University, UK. His specializations include cognition in language education, curriculum and instruction, and second language learning. ORCID ID: https://orcid.org/0000-0002-4318-6939

Thayakorn Klomkaew, English Program, Faculty of Humanities and Social Sciences, Kamphaeng Phet Rajabhat University, Thailand

A Lecturer in English at the English Program, Kamphaeng Phet Rajabhat University, Thailand. She obtained her PhD in English Language Teaching from Thammasat University, Thailand. Her research interests are corpus-assisted (critical) discourse analysis, language and gender, and data-driven learning. ORCID ID: https://orcid.org/0000-0002-6772-1756

Yuwei Liang, Beijing University of Technology, P. R. China

A Lecturer at the College of Foreign Languages, Beijing University of Technology, P. R. China. She obtained her PhD in Education from Newcastle University, UK. Her current research interests include intercultural communication, language and identity, and internationalization of higher education. ORCID ID: https://orcid.org/0000-0002-6571-5723

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