Jul 2026· International Journal of Research and Education· Vol 6, pp. 279-289· 0 citations· 22 references
TL;DR
Qualitative findings revealed that ELSA Speak enhanced students’ speaking abilities, particularly in pronunciation and vocabulary mastery, while effectively reducing speaking anxiety and fostering greater confidence in oral communication.
Abstract
This study investigates the effect of using the artificial intelligence (AI)-based application ELSA Speak on enhancing English speaking skills and reducing speaking anxiety among 25 junior eighth-grade students at SMP Negeri 32 Semarang, Indonesia. This study used a mixed-methods approach with a single-group pretest-posttest design. Quantitative data were collected through speaking tests and the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and analyzed using the Wilcoxon Signed-Rank Test, while qualitative data were gathered through interviews and subjected to thematic analysis with the support of MAXQDA software. The results demonstrated a significant improvement in students' speaking skills from pre-to post-test, with a very large effect size and reduced speaking anxiety. Qualitative findings revealed that ELSA Speak enhanced students’ speaking abilities, particularly in pronunciation and vocabulary mastery, while effectively reducing speaking anxiety and fostering greater confidence in oral communication.
Public speaking anxiety remains a major challenge for English as a Foreign Language (EFL) students because it limits their confidence, participation, and speaking performance. Although previous studies have identified the causes of speaking anxiety and highlighted the benefits of peer support, limited research has specifically examined the effectiveness of the Peer-Supported Practice Strategy (PSPS) in reducing public speaking anxiety among senior high school students. Therefore, this study aimed to investigate the effectiveness of PSPS in reducing students’ public speaking anxiety while improving their speaking performance. A quantitative study employing a one-group pre-test–post-test quasi-experimental design was conducted with 15 students. Public speaking anxiety and speaking performance were assessed using a public speaking performance rubric adapted from Brown (2004), which evaluated pronunciation, grammar, vocabulary, fluency, and comprehension, together with an EFL Public Speaking Anxiety Questionnaire administered before and after the intervention. The data were analyzed using descriptive statistics and a paired-samples t-test. The findings showed that students’ mean score increased from 41.73 in the pre-test to 76.27 in the post-test, with a statistically significant difference (p 0.05). These results indicate that PSPS effectively reduces public speaking anxiety while enhancing students’ confidence and overall speaking performance.
Maria Theresa Ina Boli Ratumakin· Journal of English language...· 0 citations
Speaking is a crucial skill in English language learning, yet many EFL students face challenges in pronunciation, vocabulary, fluency, and confidence. This study investigated the use of Slow English Podcast video content on Instagram to improve students’ speaking skills and explore their responses toward the media. Using a mixed-methods approach with a one-group pre-test and post-test design, the study involved 26 second-semester students of the English Education Program at Universitas PGRI Ronggolawe. Data were collected through speaking tests, observations, questionnaires, and interviews. The results showed that the mean score increased from 58.03 to 71.38, indicating a 23.01% improvement. A paired-samples t-test revealed a significant difference between pre-test and post-test scores (p < 0.05), confirming the effectiveness of the treatment. Students also expressed positive perceptions, highlighting the media’s accessibility, engaging content, and contribution to improving pronunciation, vocabulary, fluency, and confidence. These findings suggest that Slow English Podcast video content on Instagram is an effective and engaging medium for enhancing EFL students’ speaking skills.
Gisella Mayra, Christina I.T. Panggabean· Pro-ELLitera· 0 citations
This study investigates students' speaking anxiety in English speaking skill learning at Grade X of SMA Swasta Daerah Kisaran. Speaking anxiety is a common psychological barrier that inhibits students' oral performance in the English as a Foreign Language (EFL) context. This qualitative descriptive study aimed to identify the dominant causes of speaking anxiety, describe coping strategies employed by students, and analyze the correlation between anxiety levels and speaking fluency during individual presentations. Data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, semi-structured interviews, and classroom observation of 15 selected Grade X students. The findings reveal that 40% of participants demonstrated severe anxiety levels (scoring 8-10 on the anxiety scale). The dominant internal factor was fear of making mistakes, affecting 10 out of 15 students. External factors such as peer pressure, audience gaze, and fear of negative evaluation significantly amplified students' anxiety. These results align with Horwitz et al.'s (1986) FLCAS framework encompassing communication apprehension, test anxiety, and fear of negative evaluation. The study recommends that English teachers adopt low-stakes interactive methods, reduce immediate corrective feedback, and cultivate a supportive classroom culture to lower the affective filter and enhance students' speaking confidence.
Syaipullah Akbar Sinaga, YenYen Kezia Agustin, A. Zahra et al.· Jurnal Pustaka Cendekia Pend...· 0 citations
Generation Alpha students, who have grown up immersed in digital environments, increasingly rely on social media platforms to learn English as a Foreign Language (EFL). However, many face persistent challenges in developing speaking proficiency due to limited authentic practice opportunities, low self-confidence, and elevated speaking anxiety, which inhibits classroom participation. While previous research has explored TikTok's potential for language learning, studies simultaneously examining both speaking performance and anxiety reduction remain scarce, particularly for junior high school students. This study investigated how TikTok-based speaking activities influence speaking anxiety reduction and speaking performance enhancement among Generation Alpha learners at SMP N 29, Semarang. The research employed a mixed-methods quasi-experimental design involving fifty eighth-grade students divided into experimental and control groups. The experimental group engaged in TikTok-based speaking activities, whereas the control group utilized conventional picture series activities. Quantitative data were collected through speaking performance assessments and anxiety questionnaires and analyzed using ANOVA and ANCOVA. Qualitative data from semi-structured interviews were processed using MAXQDA to capture the students' perceptions. The results demonstrated that TikTok-based practice significantly improved speaking performance and reduced anxiety. The experimental group achieved substantially higher performance scores than the control group. Anxiety levels decreased notably in the experimental group and increased in the control group. Qualitative findings revealed that TikTok enhanced pronunciation, vocabulary, grammar, and comprehension, with students recognizing the platform as an engaging and interactive medium for developing English-speaking skills. These findings highlight TikTok's transformative potential as a contextually relevant digital learning tool for digitally native learners in modern language education.
Secondrina Lingua Fasihcha, Lusia M. Silitonga, Entika Fani Prastikawati· Allure Journal· 0 citations
Speaking is an essential yet challenging skill for young English as a Foreign Language (EFL) learners because it requires linguistic knowledge, communicative competence, and self-confidence. This study aimed to examine the effectiveness of the Buzz Group Technique in improving the English speaking skills of sixth-grade students at MI Ma'arif NU Miru, Lamongan, Indonesia. A quantitative pre-experimental one-group pretest-posttest design was employed involving 18 students selected through total sampling. Data were collected using speaking performance tests assessing pronunciation, vocabulary, grammar, fluency, and comprehension, and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the paired-samples t-test. The findings revealed a significant improvement in students' speaking performance, with the mean score increasing from 62.11 in the pretest to 80.06 in the posttest. The paired-samples t-test confirmed a significant difference between pretest and posttest scores (t(17) = −18.26, p < .001). All speaking components improved, with fluency showing the greatest gain. These findings indicate that the Buzz Group Technique is an effective student-centered strategy for enhancing English speaking skills and communicative competence among young EFL learners in Indonesian elementary schools.
Artificial intelligence (AI) has increasingly been integrated into English language teaching to provide learners with immediate, individualized feedback and greater opportunities for autonomous speaking practice. However, empirical evidence on the effectiveness of AI-powered pronunciation platforms in Vietnamese lower secondary schools remains limited. This study investigated the effectiveness of the SpeechAce website in enhancing the English speaking performance of Grade 9 students and explored their perceptions of using the platform. A mixed-methods design was employed involving 40 Grade 9 students at a lower secondary school in Bac Ninh Province, Vietnam. Quantitative data were collected through pre- and post-speaking tests and a post-intervention questionnaire, while qualitative data were obtained from semi-structured interviews. The eight-week intervention integrated SpeechAce into regular speaking lessons, allowing students to receive immediate AI-generated pronunciation feedback and engage in repeated speaking practice. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, whereas qualitative data were examined through thematic analysis. The findings revealed a statistically significant improvement in students’ overall speaking performance, particularly in pronunciation, accompanied by gains in fluency, vocabulary and grammar, and interactive communication. Students also expressed positive perceptions of SpeechAce, emphasizing its usefulness, ease of use, motivational value, and instant feedback. Interview data further indicated that the platform increased learners’ confidence and encouraged autonomous speaking practice despite minor technical challenges. The study concludes that SpeechAce is an effective supplementary tool for improving English speaking performance and recommends its integration into lower secondary EFL classrooms to support technology-enhanced speaking instruction.
Le Dinh Bac· International journal of soc...· 0 citations
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