Students' Perspectives on AI Tools for Academic Oral Communication Preparation: A Study in a Malaysian EAP Context

Abstract

The integration of artificial intelligence (AI) tools in educational contexts has gained considerable attention, yet research on their application in academic oral communication remains limited. This study explores first-year undergraduate students' experiences using AI tools—specifically ChatGPT and Magic School AI—to prepare for group discussions in an English for Academic Purposes (EAP) classroom at a Malaysian university. Using a quantitative survey approach, data were collected from 77 students across various academic disciplines, all at B2 CEFR proficiency level. The findings reveal overwhelmingly positive perceptions of AI usefulness (90.9% for Magic School AI; 84.4% for ChatGPT) and relevance (80.5% and 88.3% respectively). However, qualitative responses identified five critical challenges: over-reliance risks, accuracy concerns, ethical considerations, content depth limitations, and technical usability issues. This study contributes to the emerging discourse on AI integration in language learning by documenting student perspectives on AI-supported oral communication preparation in a Malaysian EAP context, offering practical insights for educators and policymakers navigating the complexities of technology-enhanced language learning.