Abstract:

Although Hong Kong children are taught English starting from kindergarten through to university. At universities, lectures and assignments are delivered in English. Yet, learners are still hesitant to use the language inside and outside the classroom. Studies have shown that foreign language learning speaking anxiety (FLSA) is often a common emotion that L2 learners experience (Bárkányi, 2021; Horwitz et al., 1986). This study explores the outcomes for 105 optometry majors using TalkPalAi to independently practice using English. TalkPalAi was incorporated into an eight-week course over two semesters on communication skills for third-year optometry students. During the individual practice, students had access to TalkPalAi and an English teacher in the room. Learners used TalkPalAi to role-play (practitioner-patient communication), ask questions, and improve their English pronunciation. The results from students’ video recording reflections showed mixed emotions about using AI for English speaking practices. Many students found using AI useful because there was no pressure, it was less stressful than speaking to a real person, and it gave them praise and motivation. This reduced their anxiety when using English. However, other learners felt it did not help them in real-life communication with their patients. Due to AI being too general compared to feedback from teachers. Furthermore, they stated missed out on nonverbal communication cues that a real patient would use, and AI asked questions using optometry jargon and does consider nonverbal communication. For Optometry students, the data shows there is a need for them to experience in-person communication, which AI falls short in.

Keywords:

AI software, communication, foreign language speaking, optometry, patient- practitioner.