Exploring Student Experiences With AI- Driven Tools for Speech Proficiency

Communication at sea is a matter of safety as much as it is a matter of skill. When crews from different nations work together on a ship, the ability to speak clearly and understand one another is the difference between a smooth voyage and a disaster. Statistics indicate that a vast majority of maritime accidents involve some form of miscommunication, often stemming from language barriers or unclear speech. Because of this, the International Maritime Organization has long insisted that English speech proficiency is not just a nice-to-have skill for sailors, but a fundamental requirement for safe operations. For students training to become marine engineers, mastering this language is a heavy burden, one that traditionally relies on classroom practice and human feedback, which can be scarce or intimidating.

Researchers at the University of Cebu set out to see if a new kind of helper could ease this burden. They turned their attention to artificial intelligence, a term that now covers a wide range of computer programs capable of learning and adapting. In the context of language learning, these tools can listen to a person speak, spot errors in pronunciation or grammar, and offer immediate corrections without the fear of judgment. The researchers wanted to know how maritime students actually felt when they used these digital tools to practice their English. They were not looking for a simple pass-or-fail grade, but rather a deep understanding of the students' personal journeys: did these machines feel like cold software, or did they become helpful partners in learning?

To find the answer, the team spoke directly with eighteen first-year marine engineering students who had recently used three specific types of AI tools: ELSA Speak, Praktika AI, and ChatGPT. These students were enrolled in a course called Purposive Communication, where the goal is to learn how to speak effectively for specific goals. The researchers conducted face-to-face interviews, asking the students to describe their experiences in detail. They listened to the students' stories and looked for common patterns in what they said, grouping these stories into six main themes that revealed how the technology was shaping their learning.

The first and most obvious discovery was that the students felt their speech was actually getting better. Through repeated practice with these tools, they noticed improvements in how they pronounced words, how fluently they spoke, and even in their vocabulary. One student described the process as a gradual climb, noting that the tools helped them understand English speaking little by little. Another mentioned that the constant practice helped them speak much better. The students did not just see these tools as software; they began to view them as interactive companions. Some described the experience as talking to a teacher or a real person, with one student noting that an avatar in one of the apps felt like a woman actually talking to them. This sense of connection made the practice feel less like a chore and more like a conversation.

A crucial part of this improvement came from the feedback the tools provided. Unlike a human teacher who might only correct a student once a week, these AI programs offered immediate corrections the moment a mistake was made. Students reported that they would listen to the feedback, take notes, and then practice the specific areas where they struggled. One student explained that the tool pointed out both their strengths and their weaknesses, allowing them to focus on what needed work. This cycle of speaking, receiving instant correction, and trying again helped the students become more aware of their own speaking habits and gave them a clear path to self-improvement.

The students also found that these tools were excellent preparation for the real world. They used the AI to rehearse for job interviews, oral presentations, and role-playing scenarios that mimicked life on a ship. By simulating these high-pressure situations in a safe, private environment, the students felt more ready when the actual moment arrived. One student shared that practicing with the AI helped them feel confident during interviews, while another noted that the tools gave them ideas about what questions might be asked. The ability to act out these scenarios without the fear of embarrassment allowed them to build a reservoir of confidence that they could draw upon later.

Perhaps the most significant emotional shift the students experienced was a boost in confidence. Many admitted to feeling nervous about speaking English in front of others, but the private nature of the AI tools removed that anxiety. They could speak, make mistakes, and try again without anyone watching. This freedom helped them build self-esteem and reduced their nervousness. One student said the tools gave them the motivation to improve, while another noted that the positive feedback made them feel inspired to do better next time. The technology acted as a supportive partner that encouraged them to keep trying, turning a source of fear into a source of strength.

Finally, the students appreciated the flexibility these tools offered. They could access help whenever they needed it, whether it was late at night or early in the morning. The tools were available on demand, providing answers and practice opportunities without the need to schedule a meeting with a teacher. Some students preferred speaking directly to the AI rather than typing, finding the voice interaction more natural for their learning style. This constant availability meant that learning could happen anytime, anywhere, fitting seamlessly into their busy schedules.

The study concludes that these AI-driven tools have become valuable, supplementary resources for maritime students. They do not replace human teachers or the need for real-world interaction, but they provide a unique space for practice, feedback, and confidence-building that is difficult to replicate in a traditional classroom. The researchers suggest that educators should consider integrating these tools into their courses, using them for speaking activities, role-plays, and interview preparation. However, they also emphasize the need for guidelines to ensure students use the technology responsibly and do not become overly dependent on it. For the maritime industry, where clear communication is a matter of life and death, these findings suggest that artificial intelligence could play a vital role in training the next generation of sailors to speak with clarity and confidence.