EFL students’ perspective on using Elsa Speak for speaking practice
(1) UIN Siber Syekh Nurjati Cirebon
(2) UIN siber Syekh Nurjati Cirebon
(3) UIN siber Syekh Nurjati Cirebon
(4) UIN siber Syekh Nurjati Cirebon
(5) UIN siber Syekh Nurjati Cirebon
(*) Corresponding Author
Abstract
Many EFL students continue to face speaking anxiety and limited opportunities for interactive oral practice in traditional classroom settings, highlighting the need for accessible, technology-driven solutions. This study investigates students’ experiences using ELSA Speak, an AI-powered mobile application, for independent speaking practice among EFL university students in West Java. Specifically, it examines students’ perceptions of the application’s AI features, their adaptation to automated feedback, and the challenges encountered during self-directed practice. A quantitative survey design was employed, with data collected from 50 students enrolled in the English Language Education Study Program via an online questionnaire. The instrument consisted of a structured questionnaire with six sections covering demographic profile, perceptions, attitudes, habits and experiences, impact, and challenges measured on a four-point Likert scale. Descriptive statistics including frequencies, means, and standard deviations were used for analysis. Findings reveal that students hold highly positive perceptions of ELSA Speak, recognizing its effectiveness in improving pronunciation, fostering learner autonomy, and providing instant corrective feedback. However, significant challenges persist, including limited access to premium features, unstable internet connectivity, and reduced effectiveness without lecturer guidance. These results suggest that while ELSA Speak is a valuable supplementary tool, its optimal integration requires institutional support in the form of subsidized licenses and a hybrid pedagogical model in which AI-assisted drills are assigned independently, preserving class time for authentic communicative interaction.
Keywords: ELSA Speak, Artificial Intelligence (AI), Speaking Practice, EFL Students, Pronunciation
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DOI: 10.24235/ath.v35i1.25696
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