INDIVIDUAL VERSUS PAIRED INTERACTION MODES IN AI CHATBOT-MEDIATED SPEAKING PRACTICE: IMPLICATIONS FOR UNIVERSITY-LEVEL EFL INSTRUCTION

Abstract

This thesis examines whether university EFL learners should use AI chatbots individually or in pairs, arguing that the two modes serve complementary functions: individual practice builds fluency and confidence, while paired practice develops negotiation of meaning and collaborative skills. It recommends sequencing them according to instructional purpose and calls for further research with university-level learners.