Can AI-Based Teacher-Bots (T-Bots) Enhance Students’ Speaking Skills? A Case Study of “My AI” on Snapchat in Moroccan Higher Education

This study investigates the impact of artificial intelligence on language learning, focusing specifically on using “My AI” (T-Bot) within the Snapchat app to enhance speaking accuracy and fluency among master’s students at the Polydisciplinary Faculty in Taza, Morocco. The central research question explores whether AI-integrated tools can significantly improve speaking performance in EFL contexts compared to traditional learning methods. The study aims to assess the effectiveness of AI-supported conversational practice in developing learners’ oral proficiency. Its significance lies in addressing the limited research on AI in Moroccan higher education, particularly in language instruction. A quasi-experimental mixed-methods approach was adopted, involving an experimental group interacting with My AI over 12 weeks and a control group using conventional methods. Pre- and post-tests based on CEFR criteria were administered, and quantitative data were analyzed using statistical tests to measure gains in accuracy and fluency. Qualitative data, including peer discussions and rater evaluations, were examined using Miles and Huberman’s (1994) framework. Results demonstrated a statistically significant improvement in the experimental group’s speaking performance, supported by high inter-rater reliability and a large effect size. The study concludes that AI tools such as My AI can serve as effective supplements to traditional language instruction and recommends their integration into higher education curricula to enhance communicative competence.