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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Intan Siti Nurkhaliza
Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Sumatera Utara, Indonesia
Languange, Linguistic, Communication & Media

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Perceptions of Using Fluentpal to Enhance EFL Students’ Speaking Ability Intan Siti Nurkhaliza; Farida Repelita Waty Br. Kembaren
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.12274

Abstract

This qualitative descriptive study examines EFL (English as a Foreign Language) students’ perceptions of using the Fluentpal app to improve their English speaking skills in a 10th-grade class at a Madrasah Aliyah in Medan, Indonesia. Methodologically, 28 students were selected through purposive sampling to complete online questionnaires, followed by semi-structured interviews with five selected participants after a two-week usage period. Data were analyzed using descriptive statistics and thematic coding. The findings reveal highly positive perceptions; quantitatively, a significant majority of students strongly agreed that the app is highly engaging, while most respondents also strongly agreed that it effectively improved their classroom speaking skills and served as a useful practice tool. Qualitative data categorized these impacts into three themes: high usability (simple interface), pedagogical benefits (increased confidence, vocabulary acquisition, and reduced anxiety through gamification), and technical constraints (strict internet dependency and premium feature restrictions). In conclusion, Fluentpal serves as a pedagogically valuable platform that effectively supports communicative competence and learner autonomy. Despite its technical limitations, the application successfully acts as an interactive tool to complement classroom instruction and reduce learning anxiety
Co-Authors Farida Repelita Waty Br. Kembaren