Abstract
This pedagogical article explores the integration of generative AI and audio journal homework as a supplementary activity for a university English as a foreign language (EFL) speaking course. The method involves writing a journal in the students’ first language, AI-assisted translation, self-review of the translated script, recording and submitting an audio file, and participating in structured in-class reporting sessions to help address difficulties in expressing daily experiences and ideas in English. By providing students with access to conversational expressions through the support of generative AI and opportunities to practice spoken English within a scaffolded framework, the method indicated potential in enhancing practical English use. End-of-course surveys highlighted positive feedback on students’ perceived achievements, especially in practical English use, while progress in pronunciation and anxiety reduction was less pronounced. I observed that students exhibited proactive involvement in refining AI-assisted translations, which deepened their understanding of linguistic nuances. While the method shows potential for bridging gaps in conversational English, additional scaffolding—such as pronunciation guidance and low-pressure conversational practice—may be necessary to support improvements in pronunciation and accent reduction. Such refinements are expected to make the method a valuable addition to formal language studies.
