Enhancing language learning: Design principles for building effective AI platforms to boost spoken english for matriculation

Liat Eyal; Rachel Jacobson

doi:10.65043/eurodl.148

Enhancing language learning: Design principles for building effective AI platforms to boost spoken english for matriculation

European Journal of Open, Distance and E-Learning

Volume 27 (2025): Issue 2

By: Liat Eyal and Rachel Jacobson

Open Access

|Jun 2025

Abstract

Teaching spoken English is challenging worldwide, especially in developing oral skills. AI offers personalized learning, yet there’s a gap in applying it to Israel’s oral English exam needs. The Israeli Ministry of Education’s R&D Department launched a pilot to address these challenges by collaborating with researchers, educators, students, and entrepreneurs in an iterative process of design-based research (DBR). Through mapping current needs, examining suitable AI solutions, and developing design principles from both teacher and student perspectives, we have developed a matriculation exam preparation system tailored to the exam preparation process. The study highlights the potential of AI to enhance the advancement of spoken English for school students while demonstrating how AI tools can be customized for specific educational contexts. While the study was conducted in Israel, the findings have broader implications for distance learning environments and international educational contexts, suggesting directions for future cross-cultural research in AI-assisted language learning.

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Articles in this issue

DOI: https://doi.org/10.65043/eurodl.148 | Journal eISSN: 1027-5207

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Language: English

Page range: 1 - 1

Submitted on: Mar 5, 2024

Accepted on: Apr 24, 2025

Published on: Jun 2, 2025

Published by: EDEN Digital Learning Europe

In partnership with: Paradigm Publishing Services

Keywords:

Spoken English,

English-language education,

AIED,

GenAI in education,

Design principles,

Design-based research (DBR)

© 2025 Liat Eyal, Rachel Jacobson, published by EDEN Digital Learning Europe
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 27 (2025): Issue 2