Erry Raihan, Mai Zuniati, Umar Al Faruq Al Hasyim, Suhono Suhono

Integrating AI-Based Pronunciation App ELSA Speak in English Lessons: A Case Study at SMP Negeri 4 Batanghari Nuban

Introduction

Integrating ai-based pronunciation app elsa speak in english lessons: a case study at smp negeri 4 batanghari nuban. Explore a case study on integrating AI-based ELSA Speak in English lessons at SMP Negeri 4 Batanghari Nuban. Discover how it improves student pronunciation practice, engagement, and teacher guidance.

Abstract

The development of digital technology has significantly influenced the way English is taught and learned, particularly in pronunciation practice. One of the applications that can assist students in improving their pronunciation is ELSA Speak, which provides automatic feedback on spoken English. This study aimed to examine the implementation of ELSA Speak in English pronunciation learning and to explore students’ responses to its use in the classroom. This study used a qualitative case study design conducted at SMP Negeri 4 Batanghari Nuban. The participants consisted of one English teacher and 31 eighth-grade students, with five students selected for in-depth interviews. The data were obtained through interviews and analyzed using descriptive qualitative analysis. The results showed that the application supported students in practicing pronunciation more regularly and helped them recognize and correct their pronunciation errors through instant feedback. In addition, students responded positively because the application made the learning process more interactive and engaging. However, several obstacles were also identified, such as unstable internet connections and students’ difficulties in pronouncing certain English sounds. The findings also indicate that the teacher plays an important role in guiding students in using the application effectively during the learning process. The teacher’s guidance helps students understand how to use the feedback provided by the application to improve their pronunciation. Therefore, the integration of technology-based applications such as ELSA Speak can be considered as an alternative tool to support pronunciation learning in English classrooms. This study also suggests that the use of digital pronunciation applications can enhance students’ engagement and provide additional opportunities for independent pronunciation practice.

Review

This study presents a timely and relevant examination of integrating ELSA Speak, an AI-based pronunciation application, into English lessons within an Indonesian junior high school context. Employing a qualitative case study design, the research effectively explores the implementation process and elicits student responses to this innovative tool. The findings compellingly demonstrate ELSA Speak's capacity to facilitate more regular pronunciation practice and enable students to identify and correct their errors through instant feedback, thereby fostering a more interactive and engaging learning environment. This initial exploration offers valuable insights into the practical application of AI in language education, particularly in settings where access to traditional pronunciation resources might be limited. While the study provides a useful snapshot, certain methodological considerations and findings warrant further discussion. The reliance on a qualitative case study, though appropriate for in-depth understanding, inherently limits the generalizability of the findings beyond the specific school. Although 31 students participated, the detailed insights into student responses primarily stem from five in-depth interviews, which may not fully represent the diverse experiences or challenges faced by all students. Moreover, while the abstract indicates the app "helped them recognize and correct their pronunciation errors," the absence of objective pre/post pronunciation assessments or detailed classroom observations means this conclusion largely rests on self-reported perceptions rather than empirically measured improvement. The identified obstacles, such as unstable internet connections and specific phonetic difficulties, further highlight the practical implementation challenges and underscore that technology is not a standalone solution, necessitating the teacher's crucial guiding role. Despite these points, the research offers a solid foundation for considering technology-based applications like ELSA Speak as valuable supplementary tools for enhancing student engagement and facilitating independent pronunciation practice. To advance this line of inquiry, future research would benefit significantly from incorporating mixed-methods approaches, including quantitative measures such as pre- and post-intervention pronunciation tests to objectively assess proficiency gains. Longitudinal studies could further explore the sustained impact of such tools and the long-term retention of skills. Additionally, investigating specific pedagogical strategies teachers can employ to mitigate technical issues and effectively address challenging phonemes within the app's framework would provide practical guidance for broader implementation in similar educational contexts.

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