From Silent Learners to Confident Speakers : The Effect of AI Voice Chat with ChatGPT on EFL Speaking Skills

Aisyah Diah Salsabil; Lathifa Aliya Rakhmawati; Febtwenesty

doi:10.61994/jee.v3i1.1137

Authors

Aisyah Diah Salsabil The student of English Education Study Program, Universitas Tridinanti
Lathifa Aliya Rakhmawati The student of English Education Study Program, Universitas Tridinanti
Febtwenesty SMAN 10 Palembang

DOI:

https://doi.org/10.61994/jee.v3i1.1137

Keywords:

AI Voice Chat, chatgpt, EFL , Speaking Skill

Abstract

The integration of artificial intelligence tools such as ChatGPT into English as a Foreign Language (EFL) instruction has gained increasing attention for its potential to enhance speaking skills. This study explores EFL students’ perceptions and experiences regarding the use of ChatGPT to develop English-speaking proficiency. This research used mix method with the 60 students at eleventh grade of SMAN 10 Palembang as sample for quantitative, and 5 participants as randomize as participants for the qualitative, to collecting the data used t-test and interview and analysisng data used paired and independents sample t-test and thematic analysis. The findings indicate that students generally perceive ChatGPT positively, reporting improvements in fluency, vocabulary, grammar, and confidence during spoken interactions. ChatGPT’s ability to provide personalized feedback, simulate real-time conversations, and create a low-anxiety environment contributes to its pedagogical value. However, issues such as cognitive load, technological dependence, and limited contextual understanding also emerged as concerns. This study underscores the importance of aligning AI tools with instructional design and learner needs to optimize their effectiveness. It contributes to the growing body of literature on AI in education and offers insights for educators, policymakers, and curriculum designers aiming to incorporate ChatGPT into EFL speaking instruction.

References

Almalki, G. (2022). The use of AI-powered tools in enhancing EFL learners’ oral proficiency: A review of literature. Arab World English Journal (AWEJ), 13(1), 75–90. https://doi.org/10.24093/awej/vol13no1.6

Alsalem, S. (2024). AI-assisted speaking practice in EFL classrooms: Learners’ engagement and performance. International Journal of Emerging Technologies in Learning, 19(2), 112–124. https://doi.org/10.3991/ijet.v19i02.45678

Anderson, L. W., & Krathwohl, D. R. (2020). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Baskara, A. M., & Mukarto. (2023). Speaking anxiety among Indonesian EFL learners: A case study at a senior high school in Central Java. Indonesian Journal of Applied Linguistics, 13(2), 287–299. https://doi.org/10.17509/ijal.v13i2.43521

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.

https://doi.org/10.4135/9781529780494

Bygate, M. (2018). Learning language through task repetition. John Benjamins Publishing. https://doi.org/10.1075/tblt.11

Çolak, E. (2024). Pragmatic limitations of AI-based speaking assistants in EFL settings. Computer Assisted Language Learning Electronic Journal, 25(2), 34–47.

Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.

Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE Publications.

Duong, T. H., & Suppasetseree, S. (2024). EFL university students’ perceptions of ChatGPT as a speaking assistant: A mixed-methods study. TESOL Journal, 15(1), e12547. https://doi.org/10.1002/tesj.12547

Etikan, I., & Bala, K. (2020). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 8(1), 001–002. https://doi.org/10.15406/bbij.2020.08.00249

Field, A. (2021). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.

Godwin-Jones, R. (2023). Voice-enabled AI tools for language learning: Capabilities, limitations, and classroom potential. Language Learning & Technology, 27(1), 1–15. https://doi.org/10125/73448

Goh, C. C. M., & Burns, A. (2022). Teaching speaking: A holistic approach (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781009099023

Hakim, L. N., & Rima, A. M. (2022). Using ChatGPT to improve speaking fluency among Indonesian EFL learners: A pilot study. Journal of English Language Teaching and Linguistics, 7(4), 689–703. https://doi.org/10.21462/jeltl.v7i4.1357

Kasim, U., & Raisha, S. (2023). Improving EFL students’ speaking skills using ChatGPT: Students’ perspectives. Journal of English Language Teaching and Applied Linguistics, 5(2), 47–56. https://doi.org/10.32996/jeltal

Kemendikbudristek. (2021). Kurikulum Merdeka Belajar. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Kusumaningrum, D. E., & Wijayanti, R. (2021). The effectiveness of Duolingo application in improving students’ vocabulary mastery and reading fluency. Journal of English Language Education and Literature, 6(2), 122–133.

Li, M., & Hafner, C. A. (2022). Exploring the use of artificial intelligence (AI) tools in EFL speaking instruction: A case study of Chatbot-assisted learning. Computer Assisted Language Learning, 35(4), 456–478. https://doi.org/10.1080/09588221.2020.1840303

Liu, J., Wang, Y., & Xu, B. (2020). Artificial intelligence in language education: A systematic review. Computer Assisted Language Learning, 33(8), 891–921. https://doi.org/10.1080/09588221.2020.1770290

Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications.

Muniandy, R., & Selvanathan, T. (2024). Overcoming speaking anxiety with AI-based learning tools: A study on Malaysian undergraduates. Asian EFL Journal, 26(1), 144–160.

Nuñez, J., Castillo, S., & Peña, L. (2025). Enhancing speaking skills with AI voice chat: A Latin American university experience. CALICO Journal, 42(1), 22–40. https://doi.org/10.1558/cj.21949

Pan, Y., & Zhang, D. (2019). A longitudinal study on the effects of AI-assisted pronunciation training on EFL learners’ speaking performance. Language Learning & Technology, 23(1), 112–130. https://doi.org/10.125/llt.2019.112130

Pratiwi, S., Hidayati, A., & Anindita, R. (2024). From fear to fluency: Exploring the use of AI in reducing EFL students’ speaking anxiety. Indonesian Journal of English Language Teaching, 19(1), 55–72. https://doi.org/10.25170/ijelt.v19i1.2345

Renandya, W. A., & Widodo, H. P. (2022). English language teaching in Indonesia: Policy and practice. In C. Garton & F. Copland (Eds.), International perspectives on English language teaching (pp. 95–110). Palgrave Macmillan.

Safar, H., & Anggraheni, N. (2024). Evaluating ChatGPT’s effectiveness in promoting EFL speaking performance: A classroom action research. Journal of English for Academic Purposes, 62, 101256. https://doi.org/10.1016/j.jeap.2024.101256

Saputri, Y. D., & Pratama, R. (2022). Bee Lingual as a digital media to improve students’ reading comprehension: A case study at junior high school level. Indonesian Journal of EFL and Linguistics, 7(1), 99–115.

Satar, H. M., & Wigham, C. R. (2020). New forms of interaction: Researching multimodal online communication in language learning. In S. Garton & F. Copland (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 216–227). Routledge.

Siregar, E., & Fatimah, A. (2023). Challenges in implementing communicative language teaching in Indonesian EFL classrooms. Indonesian Journal of Applied Linguistics, 13(1), 88–99.

Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots and their effectiveness. International Journal of Educational Technology in Higher Education, 17, Article 13. https://doi.org/10.1186/s41239-020-00134-0

Wang, X. (2025). ChatGPT and oral English training: Potentials and pitfalls in Chinese university contexts. Asian-Pacific Journal of Second and Foreign Language Education, 10(1), 1–20. https://doi.org/10.1186/s40862-025-00280-z

Wang, Y., & Lin, C. H. (2023). The use of generative AI in English speaking classrooms: A case study of ChatGPT in EFL settings. Computer Assisted Language Learning Journal, Advance online publication. https://doi.org/10.1080/09588221.2023.2234879