<![CDATA[Speaking English is a crucial skill for students learning English as a foreign language (EFL), especially in vocational education where oral communication abilities are becoming more and more necessary for preparation for both the classroom and the job. Applications with artificial intelligence (AI) support, like ELSA Speak, offer more speaking practice opportunities; Nevertheless, it is not yet unknown how much learning motivation is linked to speaking proficiency in these kinds of learning settings. The relationship between students' learning motivation and English speaking ability in ELSA Speak-supported classrooms, especially among Indonesian vocational high school students, has received less attention than the effectiveness of AI-assisted language learning applications in enhancing speaking performance. The purpose of this study was to examine the relationship between students' enthusiasm to learn and their proficiency in speaking English in an EFL classroom aided by ELSA Speak. With 29 vocational high school pupils, a quantitative correlational design was used. A learning motivation questionnaire and an English speaking performance evaluation were used to gather data. Cronbach's alpha was used to verify instrument reliability, and Pearson Product-Moment Correlation was used to examine the connection between the variables. The results of the research showed that there was no statistically significant relationship between students' enthusiasm to learn and their ability to speak English (r =.039, p =.839). The results imply that students' English speaking proficiency in an AI-supported learning environment may not be fully explained by learning motivation alone. Future research should take into account additional variables that may affect students' speaking performance, such as language ability, speaking anxiety, learning techniques, or technology use]]>
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