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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Diskursus Islam English Review: Journal of English Education JOURNAL OF ENGLISH FOR ACADEMIC Ekspose: Jurnal Penelitian Hukum dan Pendidikan DIDAKTIKA : Jurnal Kependidikan Inspiring: English Education Journal International Journal of Research on English Teaching and Applied Linguistics BABASAL English Education Journal Journal of English Teaching and Linguistic Issues (JETLI) Journal of Economic Education and Entrepreneurship Studies
Darwis, Nirwana
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Exploring EFL Students' Perceptions of Authentic Online Conversation through Episoden and Speaky for Speaking Practice Sutrah; Darwis, Nirwana; Nurul Ilmi HL, Siti
J-SHMIC : Journal of English for Academic Vol. 13 No. 2 (2026): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2026.vol13(2).30033

Abstract

This qualitative case study addresses the limited comparative research on Episoden and Speaky by exploring senior high school EFL students’ perceptions of using these two authentic online conversation applications to support their speaking practice. Thirty-five eleventh-grade students used both platforms to converse with native English speakers and fellow learners abroad, either through live face-to-face video calls (Episoden) or through voice notes, voice calls, and text chat (Speaky). Data were collected through an open-ended, semi-structured questionnaire and analysed using inductive thematic analysis, in which responses were open-coded and grouped into broader categories to identify recurring patterns. Nearly all students described initial anxiety when first speaking with an unfamiliar interlocutor, which most reported as diminishing with repeated exposure: 27 of the 35 responses were coded as reporting perceived gains in speaking confidence and motivation, while 8 were coded as reporting little or no perceived change. Episoden was perceived as more spontaneous but more anxiety-inducing, whereas Speaky was perceived as more flexible and comfortable for less confident speakers; accent comprehension, limited vocabulary, unstable internet connectivity, and sustaining conversation topics were identified as recurring challenges. All 35 students expressed willingness to continue the activity, provided teachers offer adequate guidance and do not make live video conversation mandatory. These findings offer comparative, learner-derived evidence on how differing modes of authentic online conversation are perceived to support EFL speaking confidence, with implications for sequencing platform use in the Indonesian senior high school context.
Co-Authors Adisaturrahimi, Andi Amal, Nur Ikhsan Dian Hidayat, LD Dinar, Muhammad Hara, Annisa Herman Resyadi Hidayat, LD. Dian ISHAK Iwanawulansari, Iwanawulansari Judijanto, Loso Muhammad Hasan Muhammad Yauri, Andi Munir, Arfiana Musfirah MUSTARI NUR, HASRIATI Nurul Ilmi HL, Siti Rustan, Rustan Saleh, Yuwin Rustam Sutrah Tenri Ajeng, Andi Wahyu Wahyu Yauri, Andi Muhammad