INTEGRATING GENERATIVE AI INTO PRIMARY EFL CURRICULA: ENHANCING SPONTANEOUS SPEAKING SKILLS THROUGH HUMAN–AI DIALOGIC PRACTICE

Abstract

English proficiency is now required outside of the classroom due to its widespread importance in several sectors of the global economy. In order to improve students' spontaneous speaking abilities, this paper investigates the incorporation of generative artificial intelligence (AI) techniques into elementary English as a Foreign Language (EFL) curriculum. For young language learners, contemporary generative AI technologies offer interactive dialogue-based learning environments that replicate real-world communication scenarios. The study discusses theoretical foundations of AI-assisted language learning, pedagogical opportunities of human–AI dialogic practice, and practical strategies for implementing generative AI tools in primary classrooms. The findings suggest that AI-supported dialogue practice increases learners’ speaking confidence, improves vocabulary use, and supports communicative competence by offering continuous feedback and adaptive interaction