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All Journal JOLLT Journal of Languages and Language Teaching International Journal of Research in Education (IJRE)
Lusia Maryani Silitonga
Universitas Persatuan Guru Republik Indonesia Semarang
Education Languange, Linguistic, Communication & Media

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The Impact of ELSA Speak on Improving English Speaking Skills and Reducing Speaking Anxiety Among Junior High School Students Elvita Sitra Fuadah; Lusia Maryani Silitonga; Jafar Sodiq
International Journal of Research in Education Vol. 6 No. 2 (2026): Issued in July 2026
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v6i2.3910

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.
Replika-AI-Assisted English Flipped Learning: Enhancing EFL Learners’ Willingness to Communicate, Self-Regulation, and Higher-Order Thinking Skills Shella Nabilla; Lusia Maryani Silitonga; Wiyaka Wiyaka
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.20043

Abstract

The integration of artificial intelligence (AI) in language learning has created new opportunities to enhance students’ communicative competence and cognitive skills. This study investigated the effectiveness of integrating a flipped classroom approach with a conversational agent (Replika-AI) in improving students’ willingness to communicate (WTC), self-regulation (SR), and higher-order thinking skills (HOTS) in English-speaking learning. This research employed a mixed-method approach with a quasi-experimental design involving two groups of students from the English Language Education Study Program at Universitas PGRI Semarang. The control group implemented a traditional flipped classroom model, whereas the experimental group used a flipped classroom integrated with Replika-AI. Quantitative data were collected using Likert-scale questionnaires measuring WTC, SR, and HOTS and were analyzed using analysis of variance (ANOVA) through SPSS. Qualitative data on students’ speaking performance were analyzed using Brown’s speaking assessment framework and processed with MAXQDA software. The results indicated that students in the experimental group achieved significantly higher scores in all three variables compared to those in the control group. The integration of Replika-AI had a significant impact on students’ willingness to communicate, self-regulation, and higher-order thinking skills. Qualitative findings also revealed improvements in speaking components, including comprehension, vocabulary, fluency, pronunciation, and grammar. Overall, the findings showed that combining a flipped classroom with an AI conversational agent created a more interactive and independent learning environment, which contributed to the improvement in students’ English speaking skills.
Enhanching Assessment as Learning: The Influence of Language Assessment Literacy on Indonesian EFL Students’ Writing Entika Fani Prastikawati; Samantha Curle; Pryla Rochmahwati; Maria Yosephin Widharti Lestari; Lusia Maryani Silitonga; Raveenthiran Vivekanantharasa
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18181

Abstract

This study examines the impact of enhancing Language Assessment Literacy (LAL) on Indonesian EFL students’ writing development through Assessment as Learning (AaL) practices. Unlike most research that emphasizes teacher-focused LAL, this study shifts attention to learners, exploring how assessment knowledge, particularly through rubrics, can promote metacognitive awareness, autonomy, and improved writing outcomes. A mixed-methods design was employed with 84 senior high school students randomly assigned to experimental and control groups. Results showed no significant differences between groups prior to the intervention. However, post-test scores indicated a significant advantage for the experimental group (M = 16.69) compared to the control group (M = 8.91), with a large effect size (η² = .82), confirming the effectiveness of LAL-based pedagogy. Qualitative interview data revealed that students’ attitudes toward LAL strongly shaped its classroom integration. Although learners initially reported limited experience, low confidence, and concerns about the reliability of peer assessment, they ultimately expressed positive perceptions of LAL, highlighting its role in clarifying writing expectations, supporting reflection, and fostering learner autonomy. These findings suggest that embedding LAL in EFL writing instruction can transform assessment into a learner-centered process that enhances both writing performance and self-regulated learning. Pedagogically, the study underscores the importance of scaffolding and supportive implementation of student-centered assessment practices. However, the study is limited by its short intervention period and context-specific sample.
Co-Authors Elvita Sitra Fuadah Entika Fani Prastikawati Jafar Sodiq Maria Yosephin Widharti Lestari Pryla Rochmahwati Raveenthiran Vivekanantharasa Samantha Curle Shella Nabilla Wiyaka Wiyaka