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All Journal Foreign Language Instruction Probe International Journal of Language, Education, and Literature (IJLEL)
Ariani
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media

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Students’ Perceptions of Dubbing Muted Animation in English Speaking Classrooms: A Case Study at Greenfield Language College (GRACE) Ariani; Syarifuddin Dollah; Andi Anto Patak; Fitriani
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/8bc7wm12

Abstract

This paper aims to explore students' perceptions of using the dubbing muted animation movie clip technique in English speaking classrooms at Greenfield Language College. We employed a case study as our research design. By using convenient sampling, we recruited 5 participants to participate in our study. The results show that students at Greenfield Language College overwhelmingly perceive the dubbing muted animation movie clip technique in English speaking classrooms as a highly positive pedagogical approach, as evidenced by recurring themes of enjoyment and interest, increased speaking confidence, and a proactive engagement with challenges and difficulties. This study contributes to a more nuanced understanding of effective multimedia integration in language pedagogy and offers valuable insights for curriculum developers and educators.
Beyond Human Interaction? Exploring the Role of AI-Speaking Tools in an Immersive English Ariani; Andi Anto Patak; Yunitari Mustikawati
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.863

Abstract

This study examined the function of AI-speaking tools in an immersive English learning context via the application of the English Area (ERa) software among Indonesian EFL learners. The study examined the impact of incorporating AI-assisted speaking applications into immersive English interactions on students' speaking performance, perceptions, and communicative experiences. A sequential explanatory mixed-methods design was utilized, comprising Grade XI pupils at UPTD SMAN 1 Kalukku, categorized into experimental and control groups. Quantitative data were gathered using pretest-posttest speaking evaluations assessed with speaking rubrics, whilst qualitative data were acquired through semi-structured interviews, classroom observations, and documentation. Quantitative analysis encompassed descriptive statistics, paired sample t-tests, independent sample t-tests, and Cohen’s d effect size assessment, while qualitative data were subjected to thematic analysis. The results indicated that the experimental group utilizing AI-speaking tools shown significantly bigger enhancements in speaking skills than the control group, with posttest mean scores rising from 55.00 to 77.56, in contrast to the control group's increase from 52.53 to 60.11. Students additionally indicated improvements in fluency, pronunciation, vocabulary acquisition, confidence, and readiness to communicate. Notwithstanding technological obstacles like internet connectivity and speech-recognition constraints, users regarded AI-speaking tools favorably as supportive communicative scaffolding rather than substitutes for human engagement. The research emphasizes the significance of incorporating AI-assisted speaking practice into human-centered immersive learning environments to enhance communicative competence in EFL teaching.
Co-Authors Andi Anto Patak Andi Anto Patak Fitriani Syarifuddin Dollah Yunitari Mustikawati