Exploring Sasaknese EFL Students’ Perceptions Of Using ELSA Speak Application As An AI-Based Tool For English Pronunciation Practice
Keywords:
Elsa Speak; AI-based pronunciation tool; EFL learners; Sasaknese
Abstract
This qualitative study aims to explore the perceptions of Sasaknese EFL students on ELSA Speak, an AI-powered tool for English pronunciation improvement. Data of the research were collected through semi-structured interviews, classroom observations and reflective journaling from twelve students of UIN Mataram and then analyzed thematically. The findings revealed three main themes: positive perceptions, challenges, and recommendations for education. The application's gamified motivational features, real-time phoneme-level feedback, and low-anxiety setting for independent pronunciation practice were highly appreciated by participants, especially for sounds that are not included in the Sasak phonological system. Participants did, however, also note several difficulties, such as restricted internet connectivity in rural locations, insufficient explanatory feedback for articulatory correction, and accent bias in the voice recognition engine. Instead of using ELSA Speak as a stand-alone tool, participants suggested incorporating it into a teacher-mediated blended learning framework. The study provides theoretical insight into AI-assisted pronunciation learning among an underrepresented ethnolinguistic minority community and is based on Vygotsky's sociocultural theory and the Technology Acceptance Model. The results add to the small amount of qualitative research on AI pronunciation aids outside of East Asian and mainstream student populations and have pedagogical implications for EFL education in multilingual environments.
References
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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
Stake, R. E. (1995). The art of case study research. sage.
Utami, E., Wahyuni, S. N., Sulistiyono, M., Raharjo, S., Hartanto, A. D., Rohman, A. N., Triwijoyo, B. K., Miswaty, T. C., & Patty, E. N. S. (2026). A Multimodal Transformer-LSTM Framework for Cross-Lingual Lexical Alignment of Indonesian Regional Languages. Engineering, Technology & Applied Science Research, 16(2), 34283–34292.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view1. MIS Quarterly, 27(3), 425–478.
Vygotsky, L. S. (1980). Mind in Society: Development of Higher Psychological Processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wood, K. S. (2022). Increasing learner engagement in, and performance of, technical threshold concepts in accounting and finance education through a gamified learning experience [PhD Thesis, University of Tasmania]. https://figshare.utas.edu.au/articles/thesis/Increasing_learner_engagement_in_and_performance_of_technical_threshold_concepts_in_accounting_and_finance_education_through_a_gamified_learning_experience/23254121/1
Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.
Al-Yafaei, Y. M., Jomaa, N. J., & Attamimi, R. A. (2026). Human-Centered Approaches to AI-Enhanced English Language Learning and Teaching. IGI Global. https://www.researchgate.net/profile/Nayef-Jomaa/publication/399083879_Human-Centered_Approaches_to_AI-_Enhanced_English_Language_Learning_and_Teaching/links/694e579e06a9ab54f84af2de/Human-Centered-Approaches-to-AI-Enhanced-English-Language-Learning-and-Teaching.pdf
Bashori, M., Van Hout, R., Strik, H., & Cucchiarini, C. (2024). I Can Speak: Improving English pronunciation through automatic speech recognition-based language learning systems. Innovation in Language Learning and Teaching, 18(5), 443–461. https://doi.org/10.1080/17501229.2024.2315101
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. https://www.google.com/books?hl=id&lr=&id=335ZDwAAQBAJ&oi=fnd&pg=PT16&dq=Research+design:+Qualitative,+quantitative,+and+mixed+methods+approaches+(5th+ed.).+SAGE+Publications.&ots=YEAQKRtqoO&sig=QG3fxt8Le_atwjri7MqJsIFATfs
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Ducate, L., & Lomicka, L. (2009). Podcasting: An effective tool for honing language students’ pronunciation? Language Learning & Technology, 13(3), 66.
Giollagáin, C. Ó., Bourgeois, D., Curnáin, B. Ó., Caimbeul, I., & Cameron, G. (2025). Language Dynamics in Society (LanDS): The LanDS Analytical Framework for Majority and Minority-Language Ethnolinguistic Vitality. Treatises and Documents, Journal of Ethnic Studies / Razprave in Gradivo, Revija Za Narodnostna Vprašanja, 94(1), 25–75. https://doi.org/10.2478/tdjes-2025-0002
Godwin-Jones, R. (2017). Scaling up and zooming in: Big data and personalization in language learning. https://scholarspace.manoa.hawaii.edu/bitstreams/0b0d10ed-fb75-455e-94c0-2bc54ace1f41/download
Godwin-Jones, R. (2025). Ecological semiotics: Multimodality, multilingualism, and situated language learning in the AI era. https://scholarspace.manoa.hawaii.edu/items/4430d479-3e40-4349-90af-5cf1493c0947
Guerrero Nieto, C. H. (2007). Applications of Vygotskyan concept of mediation in SLA. Colombian Applied Linguistics Journal, (9), 213–228.
Insani, I. A., Azizah, A. N., & Lubis, Y. (2026). An ANALYSIS OF VOWEL AND CONSONANT ERRORS IN ENGLISH SPEECH FOR EFL STUFENTS IN INDONESIA. JALC: JOURNAL OF APPLIED LINGUISTIC AND STUDIES OF CULTURAL, 4(1), 12–19.
Khakurel, U. (2025). Towards Responsible AI: Methods for Fairness and Bias Mitigation Across Structured and Unstructured Datasets [PhD Thesis, Howard University]. https://search.proquest.com/openview/7cfd9a0c35012d1549aa3c6cbd8f6902/1?pq-origsite=gscholar&cbl=18750&diss=y
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
Kramsch, C. (2018). Is there still a place for culture in a multilingual FL education? Language Education and Multilingualism-The Langscape Journal, 1, 16–33.
Liakin, D., Cardoso, W., & Liakina, N. (2015). Learning L2 pronunciation with a mobile speech recognizer: French /y/. CALICO Journal, 32(1), 1–25. https://doi.org/10.1558/cj.v32i1.25962
Lincoln, Y. S., & Guba, E. G. (1988). Criteria for Assessing Naturalistic Inquiries as Reports. https://eric.ed.gov/?id=ed297007
Morgan, D. L. (1997). Focus groups as qualitative research (Vol. 16). Sage. https://www.google.com/books?hl=id&lr=&id=iBJZusd1GocC&oi=fnd&pg=PP7&dq=Morgan,+D.+L.+(1997).+Focus+Groups+as+Qualitative+Research+(2nd+ed.).+Thousand+Oaks,+CA:+Sage+Publications.&ots=mBRgfMhAX2&sig=Wcn2mCya1A0aRNdfE6NKt7vgm9M
Shadiev, R., Kaliyeva, A., Kairatova, A., Yerbulatova, Z., Ryskulbek, A., & Beisembayeva, Z. (2026). Exploring the role of conversational AI in developing communicative skills: A systematic review. Digital Applied Linguistics, 4, 103058–103058.
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
Stake, R. E. (1995). The art of case study research. sage.
Utami, E., Wahyuni, S. N., Sulistiyono, M., Raharjo, S., Hartanto, A. D., Rohman, A. N., Triwijoyo, B. K., Miswaty, T. C., & Patty, E. N. S. (2026). A Multimodal Transformer-LSTM Framework for Cross-Lingual Lexical Alignment of Indonesian Regional Languages. Engineering, Technology & Applied Science Research, 16(2), 34283–34292.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view1. MIS Quarterly, 27(3), 425–478.
Vygotsky, L. S. (1980). Mind in Society: Development of Higher Psychological Processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Wood, K. S. (2022). Increasing learner engagement in, and performance of, technical threshold concepts in accounting and finance education through a gamified learning experience [PhD Thesis, University of Tasmania]. https://figshare.utas.edu.au/articles/thesis/Increasing_learner_engagement_in_and_performance_of_technical_threshold_concepts_in_accounting_and_finance_education_through_a_gamified_learning_experience/23254121/1
Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.
Published
2026-07-14
How to Cite
Safitri, A., Suhandra, I. R., & Novilla Anggraeni, S. H. (2026). Exploring Sasaknese EFL Students’ Perceptions Of Using ELSA Speak Application As An AI-Based Tool For English Pronunciation Practice. International Journal of Education, Vocational and Social Science , 5(03), 4816-4834. https://doi.org/10.63922/ijevss.v5i03.4633
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