ENHANCING PRONUNCIATION SKILLS IN EFL STUDENTS THROUGH THE ELSA SPEAK APPLICATION
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Abstract
This study investigates the effectiveness of the ELSA Speak application in improving the pronunciation skills of EFL students. Utilizing a quasi-experimental design, the study compared the pronunciation skills of students using ELSA Speak with those using the U-Dictionary application. Data were collected through pre-tests and post-tests, and analyzed using paired sample t-tests. The researcher employed a paired sample t-test to determine if there was a statistically significant disparity between the pre-test and post-test scores of students' pronunciation abilities following the utilization of the ELSA Speak App in the experimental class and u-dictionary in the control class. The results indicate that students using ELSA Speak showed significant improvement in pronunciation skills compared to those using U-Dictionary. These findings suggest that ELSA Speak is an effective tool for enhancing pronunciation skills in EFL contexts, providing valuable insights for educators and curriculum developers.
Keywords: graphic novels; comprehension; reading; values
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References
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Cakmak, F. (2019). Mobile Learning & Mobile Assisted Language Learning (MALL) in Focus. Language and Technology.
Chien, C. W. (2019). Taiwanese EFL undergraduates’ self-regulated learning with and without technology. Innovation in Language Learning and Teaching, 13(1), 1–16. https://doi.org/10.1080/17501229.2016.1264076
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Larsen-Freeman D (2019) On language learner agency: A complex dynamic systems theory perspective. Modern Language Journal 103 (Supplement 2019): 61–79.
Luo, B. (2016). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer Assisted Language Learning, 29(3), 451–476. https://doi.org/10.1080/09588221.2014.963123
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Nurdyansyah, N., Rais, P., & Aini, Q. (2017). The Role of Education Technology in Mathematic of Third Grade Students in MI Ma’arif Pademonegoro Sukodono. Madrosatuna: Journal of Islamic Elementary School, 1(1), 37–46. https://doi.org/10.21070/madrosatuna.v1i1.923
Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, W., & Bahri, S. (2020). Mobile-Assisted Language Learning (MALL): Students’ Perception and Problems towards Mobile Learning in English Language. Journal of Physics: Conference Series, 1641(1). https://doi.org/10.1088/1742-6596/1641/1/012027
Ramasari, M. (2017). Students Pronounciation Error Made in Speaking for General Communication. Linguistic, English Education and Art (LEEA) Journal, 1(1), 37–48. https://doi.org/10.31539/leea.v1i1.32
S. F. Isamiddinovna, 2019, “Mobile Applications As A Modern Means of Learning English,” Int. Conf. Inf. Sci. Commun. Technol. Appl. Trends Oppor. ICISCT 2019, pp. 1–5, doi: 10.1109/ICISCT47635.2019.9011897.
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Sholekhah, M. F., & Fakhrurriana, R. (2023). The Use of ELSA Speak as a Mobile-Assisted Language Learning (MALL) towards EFL Students’ Pronunciation. JELITA: Journal of Education, Language Innovation, and Applied Linguistics, 2(2), 93–100. https://doi.org/10.37058/jelita.v2i2.7596
Yosintha, R., & Rekha, A. (2022). “ELSA SPEAK” IN AN ONLINE PRONUNCIATION CLASS: STUDENTS’ VOICES. IJEE (Indonesian Journal of English Education), 9(1), 160–175. https://doi.org/10.15408/ijee.v9i1.23033
Zakiah, I., Elang Gumelar, R., Education, E., & Anwar Banten, ul. (n.d.). The Effect of English Language Speech Assistant (ELSA) Speak Application on Students’ Pronunciation Mastery at The Tenth Grade of SMAN 15 Pandeglang in Academic Year 2022/2023.
ناصر, I. M., & حمزة, M. H. (2023a). Pronunciation Difficulties and Challenges in the Field of Research in Jordan, 6(14), 140–157. https://doi.org/10.26389/ajsrp.e090622
Anggraini, A. (2022). Improving Students’ Pronunciation Skill Using Elsa Speak Application. Journey: Journal of English Language and Pedagogy, 5(1), 135–141. https://doi.org/10.33503/journey.v5i1.1840
Ahmadi, M. R. (2018). technology in learning process. International Journal of Research in English Education, 3(2), 115–125.
Akhmad, N. W., & Munawir, A. (2022). Improving the Students’ Pronunciation Ability by Using Elsa Speak App. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 846–857. https://doi.org/10.24256/ideas.v10i1.2868
Aliaga García, C. (2007). The role of phonetic training in L2 speech learning. In Phonetics Teaching & Learning Conference (PTLC).
Aminatun, D. & Oktaviani, L. (2019). Memrise: Promoting Students’ Autonomous Learning Skill through Language Learning Application. Metathesis: Journal of English Language Literature and Teaching, 3(2), 214-223
A. R. Luis, 2016, “MALL and second language teaching: Challenges for initial teacher education,” Iber. Conf. Inf. Syst. Technol. Cist., vol. 2016-July, doi: 10.1109/CISTI.2016.7521623.
Cakmak, F. (2019). Mobile Learning & Mobile Assisted Language Learning (MALL) in Focus. Language and Technology.
Chien, C. W. (2019). Taiwanese EFL undergraduates’ self-regulated learning with and without technology. Innovation in Language Learning and Teaching, 13(1), 1–16. https://doi.org/10.1080/17501229.2016.1264076
Douglas Fir Group (Dwight Atkinson, Heidi Byrnes, Meredith Doran, et al.) (2016) A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal 100 (Supplement 2016): 19–47.
Ellis NC (2019) Essentials of a theory of language cognition. Modern Language Journal 103 (Supplement 2019): 39–60.
E. Y. and M. A. M. M. Elaish, L. Shuib, N. Abdul Ghani, 2017, “Mobile Learning for English Language Acquisition: Taxonomy, Challenges, and Recommendations,” vol. 5, pp. 19033–19047, doi: 10.1109/ACCESS.2017.2749541.
Fadillah, A. C. (2020). PRONUNCIATION DIFFICULTIES OF EFL LEARNERS IN INDONESIA: A LITERATURE STUDY (Vol. 1, Issue 2). https://jurnalbudaya.ub.ac.id
Grimshaw, J., & Cardoso, W. (2018). Activate space rats! Fluency development in a mobile game-assisted environment. Language Learning and Technology, 22(3), 159–175.
Golshan, N., & Tafazoli, D. (2014). Technology-enhanced Language Learning Tools in Iranian EFL Context: Frequencies, Attitudes and Challenges. Procedia - Social and Behavioral Sciences, 136, 114–118. https://doi.org/10.1016/j.sbspro.2014.05.299
Gómez, C. I. H., & Pablo, M. N. (2020). Analysis of Pre-Service Foreign Language Teachers’ Incorrect Articulations: Frequency, Influence on Communication, and a Specific Corrective Strategy. Problems of Education in the 21st Century, 78(6), 933–947.
Kholis, A. (2021). Elsa Speak App: Automatic Speech Recognition (ASR) for Supplementing English Pronunciation Skills. Pedagogy: Journal of English Language Teaching, 9(1), 01. https://doi.org/10.32332/joelt.v9i1.2723
Larsen-Freeman D (2019) On language learner agency: A complex dynamic systems theory perspective. Modern Language Journal 103 (Supplement 2019): 61–79.
Luo, B. (2016). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer Assisted Language Learning, 29(3), 451–476. https://doi.org/10.1080/09588221.2014.963123
Moustafa Khalil, S. (2022). Effectiveness of Mobile Learning in Enhancing Saudi English Majors’ Skills in Learning Vowels. Arab World English Journal, 13(4), 281–291. https://doi.org/10.24093/awej/vol13no4.18
Ngoc, N. K., & Thanh, N. T. M. (2023). NON-SPECIALIZED STUDENTS’ BENEFITS AND CHALLENGES IN USING ELSA SPEAK APPLICATION FOR PRONUNCIATION LEARNING. European Journal of Alternative Education Studies, 8(4). https://doi.org/10.46827/ejae.v8i4.5149
Nurdyansyah, N., Rais, P., & Aini, Q. (2017). The Role of Education Technology in Mathematic of Third Grade Students in MI Ma’arif Pademonegoro Sukodono. Madrosatuna: Journal of Islamic Elementary School, 1(1), 37–46. https://doi.org/10.21070/madrosatuna.v1i1.923
Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, W., & Bahri, S. (2020). Mobile-Assisted Language Learning (MALL): Students’ Perception and Problems towards Mobile Learning in English Language. Journal of Physics: Conference Series, 1641(1). https://doi.org/10.1088/1742-6596/1641/1/012027
Ramasari, M. (2017). Students Pronounciation Error Made in Speaking for General Communication. Linguistic, English Education and Art (LEEA) Journal, 1(1), 37–48. https://doi.org/10.31539/leea.v1i1.32
S. F. Isamiddinovna, 2019, “Mobile Applications As A Modern Means of Learning English,” Int. Conf. Inf. Sci. Commun. Technol. Appl. Trends Oppor. ICISCT 2019, pp. 1–5, doi: 10.1109/ICISCT47635.2019.9011897.
Sürücü, L. & M. (2020). ref suci 2.pdf.
Sholekhah, M. F., & Fakhrurriana, R. (2023). The Use of ELSA Speak as a Mobile-Assisted Language Learning (MALL) towards EFL Students’ Pronunciation. JELITA: Journal of Education, Language Innovation, and Applied Linguistics, 2(2), 93–100. https://doi.org/10.37058/jelita.v2i2.7596
Yosintha, R., & Rekha, A. (2022). “ELSA SPEAK” IN AN ONLINE PRONUNCIATION CLASS: STUDENTS’ VOICES. IJEE (Indonesian Journal of English Education), 9(1), 160–175. https://doi.org/10.15408/ijee.v9i1.23033
Zakiah, I., Elang Gumelar, R., Education, E., & Anwar Banten, ul. (n.d.). The Effect of English Language Speech Assistant (ELSA) Speak Application on Students’ Pronunciation Mastery at The Tenth Grade of SMAN 15 Pandeglang in Academic Year 2022/2023.
ناصر, I. M., & حمزة, M. H. (2023a). Pronunciation Difficulties and Challenges in the Field of Research in Jordan, 6(14), 140–157. https://doi.org/10.26389/ajsrp.e090622