Aim/PurposeThis study aimed to explore how Microsoft Teams’ Speaker Progress, an AI-powered feedback tool, can enhance oral presentation skills, reduce anxiety, and increase self-confidence among undergraduate students in Oman. The research sought to determine learners’ perceptions of the tool’s real-time and post-session feedback, as well as its impact on self-regulated learning and communication performance.

BackgroundPublic speaking and oral presentations are vital competencies in higher education. Yet, learners, especially in Gulf contexts, often face heightened anxiety and limited rehearsal opportunities due to cultural and linguistic barriers. Artificial intelligence (AI) feedback systems offer individualized, private, and immediate feedback that can scaffold learner reflection, reduce apprehension, and promote autonomous skill development. While research supports AI-assisted speaking practice globally, little is known about its effectiveness in conservative higher education environments.

MethodologyThis mixed-methods pilot case study involved 120 undergraduate students across business writing, public speaking, and biology courses at a private Omani college over an eight-week period. Quantitative data were collected through a validated 35-item questionnaire (Cronbach’s α = 0.84–0.89) and analysed using descriptive statistics. Qualitative reflections were examined using VADER sentiment analysis to identify emotional valence and perception trends.

ContributionThe study integrates the Technology Acceptance Model (TAM) with Self-Regulated Learning (SRL) theory to present a dual-mode AI feedback framework. This framework demonstrates how real-time and delayed feedback cycles promote reflection, performance monitoring, and adaptive learning in oral communication. It contributes to the growing field of AI-mediated learning analytics in higher education, especially in culturally sensitive contexts.

FindingsResults revealed notable gains in confidence (M = 3.67), performance (M = 3.79), and anxiety reduction (M = 3.60). Approximately 95% of participants reported reduced stress, and 88% felt more confident presenting after using Speaker Progress. Sentiment analysis showed 67% positive and 24% neutral reflections, confirming high acceptance and perceived usefulness. Students valued the immediacy, privacy, and constructiveness of AI feedback, although many requested additional rehearsal attempts and more specific, example-based guidance.

Recommendations for PractitionersInstructors should integrate AI feedback tools as formative rehearsal aids, enabling students to practice privately before graded tasks. Embedding dual-mode AI feedback early in communication-based courses helps develop self-monitoring and confidence. Educators should align AI metrics with existing rubrics to ensure coherence and provide brief guided debriefings to contextualize AI feedback for learners.

Recommendation for ResearchersFuture research should employ control and longitudinal designs to evaluate the causal effects of AI feedback on oral proficiency and affective change. Comparative studies across disciplines and cultural contexts would enhance generalizability. Combining AI analytics with observational and interview data can offer deeper insights into learner motivation and metacognitive development.

Impact on SocietyThis study demonstrates how AI-driven, culturally responsive feedback mechanisms can democratize access to communication training and reduce performance anxiety. By enabling students to rehearse autonomously in psychologically safe environments, AI fosters confidence, employability, and lifelong learning – key graduate attributes in the digital era.

Future ResearchFurther research should examine adaptive AI models that deliver more personalized, multimodal feedback – combining visual, textual, and video exemplars – and track progress over multiple semesters. Investigations into faculty perceptions and institutional integration strategies will also support the adoption of sustainable, ethical, and scalable AI in higher education.