EXPLORING THE ROLE OF ELSA SPEAK IN REDUCING SPEAKING ANXIETY AMONG FIRST-YEAR EFL STUDENTS: A PHENOMENOLOGICAL STUDY
Abstract
Speaking anxiety is one of the most common challenges faced by EFL students, often hindering their confidence and willingness to communicate in English. This study aimed to explore first-year EFL students' experiences in using ELSA Speak and their perceptions of its role in reducing speaking anxiety. A qualitative method with a phenomenological design was employed in this study. The participants were five first-year students of the English Language Education Study Program at Universitas Islam Malang who experienced speaking anxiety and had used ELSA Speak for speaking practice. They were selected through purposive sampling based on specific criteria and the Foreign Language Classroom Anxiety Scale (FLCAS). Data were collected through outside-classroom observations and semi-structured interviews and analyzed using Creswell's (2007) phenomenological data analysis procedures. The findings revealed that students experienced ELSA Speak as a flexible, self-directed platform that enabled them to practice speaking at their own pace through features such as AI Chat, Pronunciation Coach, Speech Analyzer, and Grammar Coach. Furthermore, students perceived ELSA Speak as a supportive and non-judgmental learning environment that helped reduce their fear of making mistakes and negative evaluation. The immediate feedback and consistent practice provided by the application also increased their confidence and willingness to communicate in English. Despite certain limitations, including restricted daily access and occasional technical difficulties, students regarded ELSA Speak as a beneficial digital tool for supporting speaking practice and alleviating speaking anxiety. Therefore, ELSA Speak was perceived as a useful application that creates a more comfortable and confidence-building environment for speaking practice among first-year EFL students.
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Arnaiz, P., & Guillén, F. (2013). Anxiety in Spanish EFL students in different university degree programs. Anales de Psicología, 29(2), 335–344. https://doi.org/10.6018/analesps.29.2.130791
Ashari, A., Hamiddin, H., Ainiyah, I., Diana Khalidah, N., Ubaidillah, M. F., & Mac Donald, K. (2023). Pre-service English teachers’ anxiety in speaking English: A case from an Indonesian Islamic college. Jurnal Ilmu Pendidikan, 29(1), 25–31. https://doi.org/10.17977/um048v29i1p25-31
Chen, Y. (2024). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789–813. https://doi.org/10.1080/09588221.2022.2055083
Creswell, J. W. (2007). Five qualitative approaches to inquiry. In J. W. Creswell (Ed.), Qualitative inquiry and research design: Choosing among five approaches (2nd ed., pp. 53–84). SAGE Publications.
Damayanti, M. E., & Listyani, L. (2020). An analysis of students’ speaking anxiety in academic speaking class. ELTR Journal, 4(2), 152–170. https://doi.org/10.37147/eltr.v4i2.70
Dewi, A. (2012). English as an international language: An overview. Journal of English and Education (JEE). https://doi.org/10.20885/jee.v6i2.4423
Erdiana, N., Daud, B., Sari, D. F., & Dwitami, S. K. (2020). A study of anxiety experienced by EFL students in speaking performance. Studies in English Language and Education, 7(2), 334–346. https://doi.org/10.24815/siele.v7i2.16768
Fauziah, N., Aororah, Z. Z., Ramadhany, R. A., & Hamid, S. M. (2024). The impact of the English Language Speech Assistant (ELSA) application on students’ pronunciation skills. INTERACTION: Jurnal Pendidikan Bahasa, 11(2), 193–203. https://doi.org/10.36232/interactionjournal.v11i2.26
Febianti, A., & Umamah, A. (2024). Student's self-perceived pronunciation, anxiety, and their speaking performance in EFL classroom. Jurnal Penelitian, Pendidikan, dan Pembelajaran. https://jim.unisma.ac.id/index.php/jp3/article/view/26024
Fitayanti, S., Husain, D., Alwolmabin, Z., & Nirigu, E. (2024). The integration of mobile-assisted language learning (MALL) with peer tutoring methods to enhance motivation and engagement among management students. English Review: Journal of English Education, 12(3), 897–910. https://doi.org/10.25134/erjee.v12i3.10700
Franscy, F., & Ramli, R. (2022). Problems encountered by Indonesian EFL learners in mastering speaking skills. Pioneer: Journal of Language and Literature, 14(1), 1. https://doi.org/10.36841/pioneer.v14i1.1176
Haq, S. N., Zuhairi, A., & Yunus, M. (2022). An investigation of students’ anxiety in English-speaking performance http://repository.unisma.ac.id/handle/123456789/7512
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Indrayani, L., Putu Astiti Pratiwi, N., & Ketut Resika Arthana, I. (2025). ELSA Speak as a speaking partner: A mixed-methods study in an Indonesian higher education context. Journal of Education and Teaching (JET), 6(2), 518–533. https://doi.org/10.51454/jet.v6i2.649
Jumadin, K., Hamiddin, H., & Suhartoyo, E. (2024). EFL students’ classroom speaking anxiety levels and their out-of-class learning strategies. Jurnal Penelitian, Pendidikan, dan Pembelajaran. https://jim.unisma.ac.id/index.php/jp3/article/view/2866751
Rajitha, K., & Alamelu, C. (2020). A study of factors affecting and causing speaking anxiety. Procedia Computer Science, 172, 1053–1058. https://doi.org/10.1016/j.procs.2020.05.154
Kurniasih, D., Riandi, & Gumelar, R. E. (2024). Students’ anxiety in speaking English at the eleventh grade of Bina Insan Mandiri Banjarsari Lebak vocational high school. Social Impact Journal, 3(1), 46–54. https://doi.org/10.61391/sij.v3i1.160
Madhavi, E., Sivapurapu, L., Koppula, V., Sreehari, V., & Esther Rani, P.B. (2023). Developing learners’ English-speaking skills using ICT and AI tools. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 142–153. https://doi.org/10.37934/araset.32.2.142153
Mardiah, A. Q., Saadillah, S., & Antasari State Islamic University, Banjarmasin. (2025). Maximizing ELSA Speak for developing English fluency and reducing speaking barriers in language learners. Issues in Applied Linguistics & Language Teaching, 7(1), 262–271. https://doi.org/10.37253/iallteach.v7i1.10421
Morris, T. H., & Rohs, M. (2023). The potential for digital technology to support self-directed learning in formal education of children: A scoping review. Interactive Learning Environments, 31(4), 1974–1987. https://doi.org/10.1080/10494820.2020.1870501
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
Nguyen, T. S., Nguyen, T. D. T., Hoang, N. Q. N., & Do, T. K. H. (2025). How AI-powered voice recognition has supported pronunciation competence among EFL university learners. Computer-Assisted Language Learning Electronic Journal, 26(3), 64–83. https://doi.org/10.54855/callej.252634
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), 012027. https://doi.org/10.1088/1742-6596/1641/1/012027
Ong, C. G., & Zambas, K. M. D. (2021). A training design for public speaking anxiety. Journal of Innovations in Teaching and Learning, 1(1), 19–24. https://doi.org/10.12691/jitl-1-1-4
Özdemir, O., & Seçkin, H. (2025). Exploring foreign language anxiety in higher education: Multifaceted insights into causes, impacts, and coping strategies. Social Sciences & Humanities Open, 11, 101364. https://doi.org/10.1016/j.ssaho.2025.101364
Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1-17. https://izlik.org/JA78JM98YM
Quvanch, Z., Qasemi, A. S., & Na, K. S. (2024). Analyzing levels, factors and coping strategies of speaking anxiety among EFL undergraduates in Afghanistan. Cogent Education, 11(1), 2413225. https://doi.org/10.1080/2331186X.2024.2413225
Rafada, S. H., & Madini, A. (2017). Major causes of Saudi learners’ speaking anxiety in EFL classrooms. International Journal of English Language Education, 5(1), 54. https://doi.org/10.5296/ijele.v5i1.10645
Rahmadani, S., & Etfita, F. (2022). Foreign language speaking anxiety: A study of English language learning. Indonesian Journal Of Educational Research and Review, 5(2), 262–272. https://doi.org/10.23887/ijerr.v5i2.50284
Rajendran, T., & Yunus, M. M. (2021). A systematic literature review on the use of Mobile-assisted Language Learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), Pages 586-609. https://doi.org/10.6007/IJARPED/v10-i1/8939
Rumiyati, & Seftika. (2018). Anxiety of speaking English in English foreign language (EFL) class. Journal of English Education, Literature and Linguistics, 1(1), 46–61.
Sampelolo, R., Tandikombong, M., Pongsapan, N. P., & Lura, H. (2021). A study of speaking common university learner barriers in Indonesian context. Klasikal: Journal of Education, Language Teaching and Science, 3(3), 127–131. https://doi.org/10.52208/klasikal.v3i3.131
Sarnilawati, A., Azami, M. I., & Ni'mah, D. (2024). Analyzing students’ anxiety in learning English speaking. https://jim.unisma.ac.id/index.php/jp3/article/view/2866751
Sathya, P. (2021). Technology-enabled language learning using CALL and MALL. Bioscience Biotechnology Research Communications, 14(8), 6–11. https://doi.org/10.21786/bbrc/14.8.2
Senowarsito, S., & Ardini, S. N. (2023). The use of Artificial Intelligence to promote autonomous pronunciation learning: Segmental and suprasegmental features perspective. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 8(2), 133. https://doi.org/10.21093/ijeltal.v8i2.1452
Shi, C. (2025). The impact of Mobile-Assisted Language Learning (MALL) on second language acquisition. International Journal of Education and Humanities, 20(1), 99–102. https://doi.org/10.54097/52hm9j53
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
Sisouvong, V., & Pasanchay, K. (2024). Mobile learning: Enhancing self-directed education through technology, Wireless Networks, and the internet anytime, anywhere. Journal of Education and Learning Reviews, 1(2), 39–50. https://doi.org/10.60027/jelr.2024.752
Abidin, A. (2023). Unveiling the multifaceted dance of distractions: Thumbing through the on-screen distractions throughout memrise MALL experience. REiLA : Journal of Research and Innovation in Language, 5(3), 298–312. https://doi.org/10.31849/reila.v5i3.14297
Ai, Y., Hu, Y., & Zhao, W. (2025). Interactive learning: Harnessing technology to alleviate foreign language anxiety in foreign literature education. Interactive Learning Environments, 33(3), 2440–2459. https://doi.org/10.1080/10494820.2024.2409990
Alazeer, A. N. M., & Ahmed, Z. A. (2023). Students’ speaking anxiety in EFL classroom. International Journal of English Literature and Social Sciences, 8(2), 100–107. https://doi.org/10.22161/ijels.82.14
Arnaiz, P., & Guillén, F. (2013). Anxiety in Spanish EFL students in different university degree programs. Anales de Psicología, 29(2), 335–344. https://doi.org/10.6018/analesps.29.2.130791
Ashari, A., Hamiddin, H., Ainiyah, I., Diana Khalidah, N., Ubaidillah, M. F., & Mac Donald, K. (2023). Pre-service English teachers’ anxiety in speaking English: A case from an Indonesian Islamic college. Jurnal Ilmu Pendidikan, 29(1), 25–31. https://doi.org/10.17977/um048v29i1p25-31
Chen, Y. (2024). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789–813. https://doi.org/10.1080/09588221.2022.2055083
Creswell, J. W. (2007). Five qualitative approaches to inquiry. In J. W. Creswell (Ed.), Qualitative inquiry and research design: Choosing among five approaches (2nd ed., pp. 53–84). SAGE Publications.
Damayanti, M. E., & Listyani, L. (2020). An analysis of students’ speaking anxiety in academic speaking class. ELTR Journal, 4(2), 152–170. https://doi.org/10.37147/eltr.v4i2.70
Dewi, A. (2012). English as an international language: An overview. Journal of English and Education (JEE). https://doi.org/10.20885/jee.v6i2.4423
Erdiana, N., Daud, B., Sari, D. F., & Dwitami, S. K. (2020). A study of anxiety experienced by EFL students in speaking performance. Studies in English Language and Education, 7(2), 334–346. https://doi.org/10.24815/siele.v7i2.16768
Fauziah, N., Aororah, Z. Z., Ramadhany, R. A., & Hamid, S. M. (2024). The impact of the English Language Speech Assistant (ELSA) application on students’ pronunciation skills. INTERACTION: Jurnal Pendidikan Bahasa, 11(2), 193–203. https://doi.org/10.36232/interactionjournal.v11i2.26
Febianti, A., & Umamah, A. (2024). Student's self-perceived pronunciation, anxiety, and their speaking performance in EFL classroom. Jurnal Penelitian, Pendidikan, dan Pembelajaran. https://jim.unisma.ac.id/index.php/jp3/article/view/26024
Fitayanti, S., Husain, D., Alwolmabin, Z., & Nirigu, E. (2024). The integration of mobile-assisted language learning (MALL) with peer tutoring methods to enhance motivation and engagement among management students. English Review: Journal of English Education, 12(3), 897–910. https://doi.org/10.25134/erjee.v12i3.10700
Franscy, F., & Ramli, R. (2022). Problems encountered by Indonesian EFL learners in mastering speaking skills. Pioneer: Journal of Language and Literature, 14(1), 1. https://doi.org/10.36841/pioneer.v14i1.1176
Haq, S. N., Zuhairi, A., & Yunus, M. (2022). An investigation of students’ anxiety in English-speaking performance http://repository.unisma.ac.id/handle/123456789/7512
Houlden, S., & Veletsianos, G. (2019). A posthumanist critique of flexible online learning and its “anytime anyplace” claims. British Journal of Educational Technology, 50(3), 1005–1018. https://doi.org/10.1111/bjet.12779
Indrayani, L., Putu Astiti Pratiwi, N., & Ketut Resika Arthana, I. (2025). ELSA Speak as a speaking partner: A mixed-methods study in an Indonesian higher education context. Journal of Education and Teaching (JET), 6(2), 518–533. https://doi.org/10.51454/jet.v6i2.649
Jumadin, K., Hamiddin, H., & Suhartoyo, E. (2024). EFL students’ classroom speaking anxiety levels and their out-of-class learning strategies. Jurnal Penelitian, Pendidikan, dan Pembelajaran. https://jim.unisma.ac.id/index.php/jp3/article/view/2866751
Rajitha, K., & Alamelu, C. (2020). A study of factors affecting and causing speaking anxiety. Procedia Computer Science, 172, 1053–1058. https://doi.org/10.1016/j.procs.2020.05.154
Kurniasih, D., Riandi, & Gumelar, R. E. (2024). Students’ anxiety in speaking English at the eleventh grade of Bina Insan Mandiri Banjarsari Lebak vocational high school. Social Impact Journal, 3(1), 46–54. https://doi.org/10.61391/sij.v3i1.160
Madhavi, E., Sivapurapu, L., Koppula, V., Sreehari, V., & Esther Rani, P.B. (2023). Developing learners’ English-speaking skills using ICT and AI tools. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 142–153. https://doi.org/10.37934/araset.32.2.142153
Mardiah, A. Q., Saadillah, S., & Antasari State Islamic University, Banjarmasin. (2025). Maximizing ELSA Speak for developing English fluency and reducing speaking barriers in language learners. Issues in Applied Linguistics & Language Teaching, 7(1), 262–271. https://doi.org/10.37253/iallteach.v7i1.10421
Morris, T. H., & Rohs, M. (2023). The potential for digital technology to support self-directed learning in formal education of children: A scoping review. Interactive Learning Environments, 31(4), 1974–1987. https://doi.org/10.1080/10494820.2020.1870501
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
Nguyen, T. S., Nguyen, T. D. T., Hoang, N. Q. N., & Do, T. K. H. (2025). How AI-powered voice recognition has supported pronunciation competence among EFL university learners. Computer-Assisted Language Learning Electronic Journal, 26(3), 64–83. https://doi.org/10.54855/callej.252634
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), 012027. https://doi.org/10.1088/1742-6596/1641/1/012027
Ong, C. G., & Zambas, K. M. D. (2021). A training design for public speaking anxiety. Journal of Innovations in Teaching and Learning, 1(1), 19–24. https://doi.org/10.12691/jitl-1-1-4
Özdemir, O., & Seçkin, H. (2025). Exploring foreign language anxiety in higher education: Multifaceted insights into causes, impacts, and coping strategies. Social Sciences & Humanities Open, 11, 101364. https://doi.org/10.1016/j.ssaho.2025.101364
Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1-17. https://izlik.org/JA78JM98YM
Quvanch, Z., Qasemi, A. S., & Na, K. S. (2024). Analyzing levels, factors and coping strategies of speaking anxiety among EFL undergraduates in Afghanistan. Cogent Education, 11(1), 2413225. https://doi.org/10.1080/2331186X.2024.2413225
Rafada, S. H., & Madini, A. (2017). Major causes of Saudi learners’ speaking anxiety in EFL classrooms. International Journal of English Language Education, 5(1), 54. https://doi.org/10.5296/ijele.v5i1.10645
Rahmadani, S., & Etfita, F. (2022). Foreign language speaking anxiety: A study of English language learning. Indonesian Journal Of Educational Research and Review, 5(2), 262–272. https://doi.org/10.23887/ijerr.v5i2.50284
Rajendran, T., & Yunus, M. M. (2021). A systematic literature review on the use of Mobile-assisted Language Learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), Pages 586-609. https://doi.org/10.6007/IJARPED/v10-i1/8939
Rumiyati, & Seftika. (2018). Anxiety of speaking English in English foreign language (EFL) class. Journal of English Education, Literature and Linguistics, 1(1), 46–61.
Sampelolo, R., Tandikombong, M., Pongsapan, N. P., & Lura, H. (2021). A study of speaking common university learner barriers in Indonesian context. Klasikal: Journal of Education, Language Teaching and Science, 3(3), 127–131. https://doi.org/10.52208/klasikal.v3i3.131
Sarnilawati, A., Azami, M. I., & Ni'mah, D. (2024). Analyzing students’ anxiety in learning English speaking. https://jim.unisma.ac.id/index.php/jp3/article/view/2866751
Sathya, P. (2021). Technology-enabled language learning using CALL and MALL. Bioscience Biotechnology Research Communications, 14(8), 6–11. https://doi.org/10.21786/bbrc/14.8.2
Senowarsito, S., & Ardini, S. N. (2023). The use of Artificial Intelligence to promote autonomous pronunciation learning: Segmental and suprasegmental features perspective. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 8(2), 133. https://doi.org/10.21093/ijeltal.v8i2.1452
Shi, C. (2025). The impact of Mobile-Assisted Language Learning (MALL) on second language acquisition. International Journal of Education and Humanities, 20(1), 99–102. https://doi.org/10.54097/52hm9j53
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
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