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Lalu Isnaeni Rahman
Universitas Teknologi Mataram (UTM)
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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The Effect of Deep Learning Approach on Students’ Speaking Ability in EFL Classroom Lalu Isnaeni Rahman
Linguistics and ELT Journal Vol 14, No 1 (2026): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v14i1.39801

Abstract

This study investigated the effect of the deep learning approach on students’ speaking ability in an English as a Foreign Language (EFL) classroom. The study employed a quasi-experimental design with a pre-test and post-test control group design involving 60 first-semester students of the Faculty of Information and Communication Technology. The students were divided into two groups: an experimental group receiving deep learning-oriented and AI-assisted speaking instruction, and a control group receiving conventional speaking instruction. The instruments used in this study were speaking pre-tests and post-tests assessed based on fluency, pronunciation, vocabulary, grammar, and coherence. The collected data were analyzed using descriptive statistics, normality and homogeneity tests, paired sample t-tests, and independent sample t-tests through SPSS. The findings revealed that the experimental group achieved a significantly higher improvement in speaking ability compared to the control group. The post-test mean score of the experimental group increased from 61.20 to 78.90, while the control group improved from 60.85 to 69.40. The independent samples t-test showed a significance value of 0.000 (< 0.05), indicating that the deep learning approach had a statistically significant effect on students’ speaking ability. The results suggest that deep learning-oriented instruction integrated with collaborative tasks, project-based learning, and AI-assisted feedback can effectively enhance students’ speaking fluency, confidence, and engagement in EFL classrooms.
Co-Authors Aini Husnida Wulandari Aini Husnida Wulandari Arwijati Wahyudi Asbah, Asbah Beverly Evangelista Dedy Ahsan Muttaqin erniwati, surni Fachrurrazy Fachrurrazy Hambali Hambali indriana, pathul Lalu Delsi Samsumar, M.Eng. M. Abdurrahman Sunni Moh Fauzi Bafadal Muttaqin, Dedy Ahsan Pathul Indirana Pathul Indirana Putera, Lalu Jaswadi Sartika Hijriati Sugianto, Riris Wulandari, Aini Husnida Zaeniah Zaeniah