EFL Students’ Acceptance of Automated English-Speaking Assessment Technology (Speechace) in Saudi Higher Education

Abstract

This research aims to assess the acceptance and usability of Speechace (an automated speaking assessment) among EFL female students in a university setting in Western Saudi Arabia. A mixed methods research methodology was used, with a questionnaire based on the modified UTAUT2. The questions revolved around users' attitudes towards Speechace. The study also included semi-structured interviews. A sample of 51 first-year students completed the survey, whereas five participants had a follow-up interview to provide further information after taking a Speechace placement test. The results showed a low frequency of recent Speechace usage and neutral perceptions, relative to the other UTAUT2 constructs. In the meantime, a qualitative analysis of the semi-structured interviews revealed mostly positive perceptions, with users emphasizing the utility of Speechace for developing pronunciation skills, building confidence, and improving exam preparation. Moreover, the learners had a positive perception of Speechace's usefulness, ease of use, and fun. The acceptance of the application (Speechace) was based on internet accessibility, English proficiency, integration into the curriculum, and the availability of free services. Until now, the constructs of UTAUT2 have been applicable, but they have not been statistically validated. Qualitative information reflected an overall positive yet conditional acceptance of Speechace. Therefore, this study is one of the earliest methodical investigations into the acceptance of AI-based speaking assessment among Saudi EFL learners, which suggests that the further implementation of Speechace depends on institutional facilitation, coordination of the tests with the curriculum, and the provision of Speechace at no cost.