EFL STUDENTS’ PERSPECTIVES ON THE USE OF SMALLTALK2ME TO ENHANCE SPEAKING SKILLS: A STUDY OF UNDERGRADUATE LEARNERS
DOI:
https://doi.org/10.47701/frasa.v6i2.5047Keywords:
EFL learners, speaking skills, SmallTalk2Me, AI in language acquisition, sociocultural theoryAbstract
This research was initiated based on preliminary survey findings that highlighted the challenges faced by EFL students in speaking English, which subsequently guided the researcher’s focus. The primary objective of this study is to examine students’ perceptions of SmallTalk2Me as a digital tool for enhancing speaking proficiency. Employing a qualitative design, the study involved four students from a public institution in North Sumatra, who responded to open-ended questionnaires and participated in semi-structured interviews. Data were analyzed through thematic analysis, which revealed several significant themes: AI tools as scaffolding agents, confidence development in speaking, real-time feedback and error correction, social interaction with technology, and accessibility and flexibility of learning platforms. The findings indicated that SmallTalk2Me and similar AI-based applications were perceived as effective scaffolding agents, providing structured speaking practice, immediate feedback, and a supportive environment for trial and error. Participants reported noticeable improvements in pronunciation, fluency, confidence, and motivation. These results align with Vygotsky’s sociocultural theory, which underscores the role of scaffolding, mediation, and social interaction in second language acquisition. The selection of this theoretical framework was grounded in its relevance to the study’s objectives and its endorsement by the researcher’s advisor. Moreover, the study highlights that the integration of AI tools into language learning fosters learner autonomy and enhances speaking competence, particularly in contexts where interaction with native speakers is limited. The findings further emphasize the importance of emotional support and self-directed learning within digital speaking practice. Overall, SmallTalk2Me is shown to offer promising features that contribute to the development of students’ speaking abilities.
Downloads
References
Abimanto, D., & Mahendro, I. (2023). Efektivitas Penggunaan Teknologi AI Dalam Pembelajaran Bahasa Inggris. Sinar Dunia: Jurnal Riset Sosial Humaniora Dan Ilmu Pendidikan, 2(2), 256–266. https://doi.org/10.58192/sidu.v2i2.844
Alamer, A., & Khateeb, A. Al. (2021). Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted Language Learning, 36, 149–175. https://doi.org/10.1080/09588221.2021.1903042
Alkathiri, L. (2019). Students’ Perspectives towards Using Youtube in Improving EFL Learners’ Motivation to Speak. Journal of Education and Culture Studies, 3, 12. https://doi.org/10.22158/jecs.v3n1p12
Blake, S. C., & Ottoson, J. M. (2009). Knowledge utilization: Implications for evaluation. New Directions for Evaluation, 2009(124), 21–34. https://doi.org/https://doi.org/10.1002/ev.311
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology; In qualittaive research in psychology. Uwe Bristol, 3(2), 77–101. https://psychology.ukzn.ac.za/?mdocs-file=1176
Chapelle, C. (2001). Innovative language learning: Achieving the vision. ReCALL, 13, 3–14.
Crotty, M. J. (1998). The foundations of social research: Meaning and perspective in the research process.
Genidal Riadil, I. (2020). A Study of Students’ Perception: Identifying EFL Learners’ Problems in Speaking Skill. International Journal of Education, Language, and Religion, 2, 31–38. https://doi.org/10.35308/ijelr.v2i1.2256
Kartal, G. (2022). Evaluating a mobile instant messaging tool for efficient large-class speaking instruction. Computer Assisted Language Learning, 37, 1252–1280. https://doi.org/10.1080/09588221.2022.2074463
Kessler, R. C., Petukhova, M., Sampson, N. A., Zaslavsky, A. M., & Wittchen, H.-U. (2012). Twelve-month and lifetime prevalence and lifetime morbid risk of anxiety and mood disorders in the United States. International Journal of Methods in Psychiatric Research, 21(3), 169–184. https://doi.org/10.1002/mpr.1359
Kukulska-Hulme, A., Beirne, E., Costello, E., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Herodotou, C., Holmes, W., Mac Lochlainn, C., Mhichíl, M., Rienties, B., Sargent, J., Scanlon, E., Sharples, M., & Whitelock, D. (2020). Innovating Pedagogy 2020: Open University Innovation Report 8. https://doi.org/10.13140/RG.2.2.26971.72480
Levy, M. (2023). Computer-Assisted Language Learning: Context and Conceptualization. https://doi.org/10.1093/oso/9780198236320.001.0001
Li, Z. (2013). Mobile-assisted grammar exercises: Effects on self-editing in L2 writing. Language Learning & Technology, 17, 135–156.
Rashtchi, M., & Mohammadi, M. (2017). Teaching Lexical Bundles to Improve Academic Writing via Tasks: Does the Type of Input Matter? Electronic Journal of Foreign Language Teaching, 14, 201–219.
Satar, M., & Akcan, S. (2018). Pre-service EFL teachers’ online participation, interaction, and social presence. Language, Learning and Technology, 22.
Stockwell, G. (2010). Using Mobile Phones for Vocabulary Activities: Examining the Effect of Platform. Language Learning and Technology, 14.
Warschauer, M., & Healey, D. (1998). Computers and language learning: an overview. Language Teaching, 31(2), 57–71. https://doi.org/DOI: 10.1017/S0261444800012970
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Fadlan Rambe, Ernita Daulay
This work is licensed under a Creative Commons Attribution 4.0 International License.
