N°021_Vol.4_08

Introduction: Learning a foreign language requires regular practice and constant training for learners to improve and maintain good academic standards. When we take the case of speaking skills, EFL students feel more comfortable with their mother tongue and first language. In fact, they have the proclivity to shift from English to French as soon as they face some speaking issues using English or are hesitant and careful about what to say while speaking. Shyness, fear of embarrassment, frequent use of fillers and lack of self-confidence may become obstacles for EFL learners to reach a good level of English-speaking proficiency. Syafitri (2017) argued that speaking was a complex skill. That complexity comes from the fact that the understanding of the vocabulary, the structure and the sound is not enough. Speakers must also conceptualize ideas they want to express and take into account the situation in which the oral exchange is happening. In our Senegalese schools, the average student has four hours or sometimes less per week to practice English and it is obviously not enough when we understand that teachers have to cover many other aspects of the language in English class activities. Added to that, EFL students may not have the ability to practice and improve their language skills outside their classrooms or English clubs they join. Implementing strategies and innovative approaches that will allow them to practice more often hence become a necessity.

Over the past six years, we observed the rise of AI (Artificial Intelligence) chatbots like ChatGPT, Deepseek, Gemini, and several others that revolutionized almost all sectors, including education and other fields like science, technology, engineering and mathematics (STEM). OSIRIS (2025) claims that the Senegalese government plans to train over 105,000 educators in the monitored integration of Artificial Intelligence for the 2026-2027 academic year. Applying that decision could become a game-changer in our education system and several students are already using that technology in their classroom activities. Year after year, we notice how demotivated both learners and teachers get. New techniques and tasks need to be set up and implemented in learning and teaching strategies. This will improve not only the students’ language level but also stimulate their interest in the learning process when they realize that they can achieve and have a good command of English-speaking skills. Implementing such a complex tool in our education system requires cautious policies and studies that will ensure its safe usage and impact on our students. This paper explores the learners’ perceptions of Artificial Intelligence and how they are already using it in their learning journey. The specific objectives are of this study are: To identify which of the four skills learners find most difficult to develop; To identify the AI tool most frequently used by learners; To determine whether learners prefer practicing English with AI tools or a human language partner. The Research hypotheses are: speaking is the language skill learners find most difficult to develop; ChatGPT is the AI tool most frequently used by learners; learn