Exploring Teachers’ Perspectives on the Impact of Generative AI on English Speaking and Motivation: A Case Study of MyAIBuddy

Abstract

Generative Artificial Intelligence (GenAI) is increasingly used in language education, yet little is known about how teachers perceive its impact on English speaking skills and learner motivation, particularly in Hong Kong. This exploratory qualitative study investigated teachers’ perspectives on a GenAI tool, MyAIBuddy, through semi-structured interviews with a small sample of primary and secondary school English teachers. Lesson observations were used to contextualize and triangulate teacher accounts rather than as a standalone data source. These findings are based on teacher perceptions rather than direct measurements of student outcomes. Teachers perceived that MyAIBuddy supported personalized speaking practice and provided immediate feedback, which they associated with increased student motivation and confidence, as well as some reduction in speaking anxiety. Teachers also reported benefits for assessment efficiency and managing learner diversity, alongside concerns about over-reliance on AI. This small-scale case study offers exploratory insights into an under-researched area and may serve as one input for discussions on the Digital Education Blueprint and AI Literacy Learning Framework, while laying groundwork for future large-scale research on GenAI and second language speaking development.