Enhancing EFL Speaking through AI voice interaction: A qualitative case study of a learner with Stargardt disease.

Abstract

Artificial Intelligence voice asistants have emerged as valuable tools for supporting English as a Foreign Language (EFL) Learning by providing accesible, personalized, and low anxiety opportunities for speaking practice. However, limited research has examined their roles as assistive technologies for learners with visual impairments. This qualitative instrumental case study explored how Gemini’s voice assisstant supported the speaking development, confidence, and autonomy of an adult EFL learner diagnosed with Stargardt disease. Data were collected through a semi-structured interviw and analyzed usign thematic analysis. Five themes emerged: accessibility as linguistic empowerment, AI mediated speaking practice, autonomy and metacognitive regulation, reduced speaking anxiety, and perceived limitations of AI-assisted learning. The findings indicate that AI voice assistant functioned both, as a language learning partner and as an accessibility tool, enabling authentic oral practice while reducing dependence on text-based interfaces. The participant reported grater confidence, increased willingness to communicate, and improved autonomy through regular voice interaction. Despite limitations, including the lack of personalized process tracking and the inability to replace authentic human interaction, the study highlighted the potential of AI voice technology to foster inclusive language learning and support speaking development for learners with visual impairments.