SOFT SKILLS IN THE AGE OF ARTIFICIAL INTELLIGENCE: IMPACT OF AI TOOLS ON PRESENTATION SKILLS AMONG ENGINEERING AND POSTGRADUATE STUDENTS

R. Meghana  Rao; Thalla Rakesh

doi:10.29121/shodhkosh.v7.i10s.2026.8112

Authors

Dr. R. Meghana Rao Principal Investigator RUSA.2.0, Assistant Professor and Head, Department of English, Director, Centre for English Language Training (CELT), Kakatiya University, Warangal, Telangana, India
Thalla Rakesh Research Project Fellow, RUSA.2.0, Kakatiya University, Warangal, Telangana, India

DOI:

https://doi.org/10.29121/shodhkosh.v7.i10s.2026.8112

Keywords:

Artificial Intelligence, Soft Skills, Presentation Skills, Higher Education, Employability

Abstract [English]

Background: Artificial intelligence (AI) is changing higher education by changing what skills professionals are supposed to have. A lot of research has been done on how AI can improve technical skills and personalized learning pathways.

Purpose: This study looks into how AI-based speech coaching tools affect the speaking skills of Engineering and Postgraduate students at Kakatiya University in India. In particular, it looks at how real-time feedback produced by AI affects important aspects of spoken communication, such as fluency, pronunciation, organization of content, body language, and overall confidence.

Method: The study looked at 110 student presentations using the AI platforms Yoodli.ai and SmallTalk2Me as part of a mixed-methods research approach. Descriptive statistics and one-way Analysis of Variance (ANOVA) were used on quantitative data that included measures like the number of filler words, pacing (words per minute), clarity, repetition, and eye contact ratings.

Findings: The ANOVA showed that there were statistically significant differences between groups in the use of filler words, brevity, repeat frequency, and eye contact. This confirms that these are important factors that determine how well a presentation works. Students in the low-filler-usage group had better pace, clarity, and ability to keep the audience's attention.

Implications: The results show that AI tools could be used to help traditional ways of teaching soft skills in a way that is both flexible and personalized.

References

Beebe, S. A., & Beebe, S. J. (2018). Public speaking: An audience-centered approach (10th ed.). Pearson.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Brynjolfsson, E., & McAfee, A. (2017). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. W.W. Norton & Company.

Cardon, P. (2024). New study finds AI makes employers value soft skills more. Fast Company. [Citation placeholder: Full bibliographic details to be confirmed]

Celi Díaz, J. F., & Bustos Rodríguez, J. P. (2025). The SmallTalk2Me AI app in English speaking skills: An action research among higher education students in Loja, Ecuador. Ciencia Latina Revista Científica Multidisciplinar, 8(6), 7869–7890.

Clark, H. H., & Fox Tree, J. E. (2002). Using uh and um in spontaneous speaking. Cognition, 84(1), 73–111.

Corley, M., & Stewart, O. W. (2008). Hesitation disfluencies in spontaneous speech: The meaning of um. Language and Linguistics Compass, 2(4), 589–602.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Davenport, T. H., & Kirby, J. (2016). Only humans need apply: Winners and losers in the age of smart machines. Harper Business.

De Grez, L., Valcke, M., & Roozen, I. (2009). The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education. Computers & Education, 53(1), 112–120.

Du, J., & Daniel, B. K. (2024). Transforming language education: A systematic review of AI-powered chatbots for English as a foreign language speaking practice. Computers and Education: Artificial Intelligence, 6, 100230.

Farooqi, S. ul H. (2025). Efficacy of AI-generated feedback by SmallTalk2Me for improving speaking skill of Saudi EFL learners. Forum for Linguistic Studies, 7(3), 714–728.

Frey, C. B., & Osborne, M. A. (2017). The future of employment: How susceptible are jobs to computerisation? Technological Forecasting and Social Change, 114, 254–280.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.

Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills. Labour Economics, 19(4), 451–464.

IMARC Group. (2024). Soft skills training market: Global industry trends, share, size, growth, opportunity and forecast 2024–2032. [Citation placeholder]

Kasneci, E., Seßler, K., Küchemann, S., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274.

Lin, M. P.-C., & Mubarok, H. (2021). Learning analytics for investigating the mind map-guided AI chatbot approach in an EFL flipped speaking classroom. Educational Technology & Society, 24(4), 1–15.

Manggiasih, et al. (2023). Strengths and limitations of SmallTalk2Me app in English language proficiency evaluation. [Citation placeholder: Full bibliographic details to be confirmed from ResearchGate publication]

Maxwell, O., & Fletcher, J. (2009). Acoustic and durational properties of Indian English vowels. World Englishes, 28(1), 52–69.

McCarthy, J. (2011). What is Artificial Intelligence? Stanford University.

Mohammadkarimi, E. (2024). Exploring the use of artificial intelligence in promoting English language pronunciation skills. LLT Journal, 27(1), 98–115.

Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business Communication Quarterly, 75(4), 453–465.

Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: Comparing students and employers’ perceptions. Studies in Higher Education, 45(9), 1834–1847.

Talbert, P. Y., & Talbert, P. S. (2026). Transforming Human Resources Operations Through Artificial Intelligence: Foundations, Opportunities, and Challenges. ShodhAI: Journal of Artificial Intelligence, 3(1), 20–28. https://doi.org/10.29121/shodhai.v3.i1.2026.65

Terblanche, N. H. D. (2024). Artificial Intelligence (AI) coaching: Redefining people development and organizational performance. Journal of Applied Behavioral Science. https://doi.org/10.1177/00218863241283919

Terblanche, N. H. D., Cilliers, D., Hugo-Van Dyk, L., & Others. (2024). Engagement and adoption of AI coaches. [Citation placeholder]

Van Ginkel, S., Gulikers, J., Biemans, H., & Mulder, M. (2015). Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education. Educational Research Review, 14, 62–80.

Wang, P., & Koh, C. (2021). Artificial intelligence and the enhancement of interpersonal skills. Journal of Educational Technology & Society, 24(2), 45–57.

World Economic Forum. (2023). The future of jobs report 2023. Geneva: World Economic Forum.

Zou, B., Du, Y., Wang, Z., Chen, J., & Zhang, W. (2023). An investigation into artificial intelligence speech evaluation programs with automatic feedback for developing EFL learners’ speaking skills. CALICO Journal, 40(1), 1–20.