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All Journal FOSTER: Journal of English Language Teaching Academia Open
Armin, Diah Safithri
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The Use of Hume AI in Speaking Assessments: Teachers’ Perceptions in Senior High School Contexts Nasution, Nisa Fahria; Armin, Diah Safithri
FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i3.256

Abstract

This research aims to investigate the perception of teachers about the use of Hume AI for assessing students’ speaking skills in senior high school. English teachers (n=4) from public senior high schools in North Sumatra participated in this study. This research employed a descriptive qualitative method with semi-structured interviews and field note observations. The data was examined by using thematic analysis. The result indicated that Hume AI has a positive impact on students’ enthusiasm and interest. However, several challenges hinder the optimal use of Hume AI in speaking assessments, particularly in spontaneous speaking, including their low motivation to learn English due to socio-economic factors, and insufficient access to technological infrastructure within schools. Despite these obstacles, teachers acknowledged the potential of Hume AI to enhance speaking assessment and recommended its integration as both a learning and assessment tool. These findings offer insightful information for teachers, policymakers, and AI developers looking to implement AI-based tools in language learning and assessment practices.
“Bright–English for Beginners” Application as a Learning Media: Taking EFL Teachers’ Perspective: “Bright–English for Beginners” sebagai Media Pembelajaran: Perspektif Guru Bahasa Inggris sebagai Bahasa Asing (EFL) Sihotang, Zahira Shofa; Armin, Diah Safithri
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11621

Abstract

General Background: Mobile-Assisted Language Learning (MALL) has become a transformative tool in English language instruction, especially at the elementary level. Specific Background: The "Bright–English for Beginners" application is among the innovative platforms aiming to enhance early EFL learning through interactive, gamified, and adaptive content. Knowledge Gap: While existing literature emphasizes student outcomes, limited research addresses teachers’ perspectives and the practical challenges of implementing such technology in classrooms. Aims: This study explores elementary EFL teachers’ experiences using the Bright application, focusing on perceived benefits, pedagogical challenges, and instructional strategies. Results: Teachers reported increased student motivation, personalized learning, and improved engagement through multimedia features and assessment tools. However, challenges included unstable internet, curriculum misalignment, limited training, and skepticism from stakeholders. Novelty: Unlike prior studies, this research foregrounds the teacher’s role in MALL integration and highlights creative pedagogical adaptations—peer learning, digital portfolios, and real-world language tasks—as critical to successful implementation. Implications: Findings suggest that effective educational technology adoption requires not just functional tools, but robust infrastructure, curriculum integration, and ongoing professional development. This study contributes practical insights for developers, educators, and policymakers aiming to enhance early language learning through digital platforms.Highlight : Teachers believe that this application significantly improves student motivation and participation. The main challenges include unstable internet connections and curriculum compatibility. Creative strategies such as peer learning and contextual assignments reinforce the effectiveness of the application. Keywords : Bright–English for Beginners, Mobile Application, EFL Teachers, English Language Learning, Teacher Perspective
Co-Authors Nasution, Nisa Fahria Sihotang, Zahira Shofa