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p-Index From 2021 - 2026
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All Journal EDUVELOP (Journal of English Education and Development) ELOQUENCE: Journal of Foreign Language
Rita Roswita Duyo
STKIP YPUP Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media

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Emotional Involvement in EFL Speaking Tasks: Implementing Project-Based Learning in an Indonesian Higher Education Context Nur Aeni Kasim; Antonius Ali Wutun; Nurfitriyah Halim; Adriani Jihad; Rita Roswita Duyo; Sinta Dewi Anggung
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6132

Abstract

Improving students’ ability to speak English confidently and fluently remains a challenge in many higher education institutions, including STKIP YPUP Makassar. Although speaking is a core skill in English education programs, many learners still struggle to express themselves effectively. To address this, Project-Based Learning (PBL) has emerged as a promising method, offering students the chance to actively use language through meaningful and collaborative tasks. This study aims to examine the students’ emotional involvement in learning speaking through Project-Based Learning approach at the students of STKIP YPUP in 2024/2025 academic year. The research method used is descriptive qualitative, with data collection techniques including observation, interviews, documentation, and project outputs produced by the students. This study investigates how PBL influences students' emotional engagement and speaking development in an ESL context. Using a descriptive qualitative approach, the research gathered data through classroom observations, interviews with students, analysis of learning documents, and assessments of various student-led projects such as group presentations, performances, and interviews conducted in English. The results show that integrating PBL into speaking classes not only boosted students’ participation and motivation but also helped them become more confident and expressive in using the language. In addition, students reported feeling more connected to the learning process, and they developed skills such as teamwork, accountability, and critical thinking. Overall, the findings suggest that PBL can be an effective and engaging alternative for improving speaking instruction in higher education ESL settings.
Enhancing EFL Speaking Proficiency through TalkPal AI and Automatic Speech Recognition: Meningkatkan Kemampuan Berbicara Bahasa Inggris sebagai Bahasa Asing (EFL) melalui TalkPal AI dan Pengenalan Suara Otomatis Hasna Nurain Mukhsin; Rita Roswita Duyo; Randi Safii
ELOQUENCE : Journal of Foreign Language Vol. 5 No. 2 (2026): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v5i2.3703

Abstract

Background: The integration of Artificial Intelligence (AI) into language education has created new opportunities to improve English as a Foreign Language (EFL) learners' speaking proficiency through interactive and personalized learning environments. One emerging platform is TalkPal AI, which incorporates Automatic Speech Recognition (ASR) technology to provide immediate feedback on learners' oral performance. Purpose: This study aimed to investigate the effectiveness of TalkPal AI-assisted learning in enhancing EFL university students’ speaking proficiency through Automatic Speech Recognition (ASR)-based learning. Method: A quantitative approach employing a quasi-experimental nonequivalent control group design was used. The participants were 21 undergraduate students enrolled in the English Literature Study Program at Universitas Muhammadiyah Gorontalo, comprising an experimental group (n = 11) and a control group (n = 10). Students' speaking proficiency was assessed through pre-test and post-test speaking tasks using an analytic rubric covering pronunciation, fluency, grammar, vocabulary, and comprehension. The instrument demonstrated excellent inter-rater reliability (ICC = 0.987) and high rating consistency (Cronbach's α = 0.994). Data were analyzed using descriptive statistics, Shapiro–Wilk normality test, Levene's test, paired samples t-test, independent samples t-test, and Cohen's d. Results and Discussion: Both groups showed significant improvement after instruction. However, the experimental group demonstrated a substantially greater improvement (mean difference = 42.09) than the control group (mean difference = 14.25). The independent samples t-test revealed a significant difference in post-test scores between the groups (t = −14.470, p < .001), with a very large effect size (Cohen's d = 2.35). Conclusions and Implications: TalkPal AI-assisted learning supported by ASR technology was associated with significantly higher speaking proficiency than conventional instruction, indicating its potential to enhance technology-enhanced language learning in EFL speaking classrooms.
Co-Authors Antonius Ali Wutun Hasna Nurain Mukhsin Nur Aeni Kasim Nurfitriyah Halim safii, randi Sinta Dewi Anggung