Classroom Dynamics And Speaking Mastery In Ai-Integrated Mobile-Assisted Language Learning: A Study In Indonesian Efl Context

Yana, Nur Fitri (2026) Classroom Dynamics And Speaking Mastery In Ai-Integrated Mobile-Assisted Language Learning: A Study In Indonesian Efl Context. SECONDARY: Jurnal Inovasi Pendidikan Menengah, 6 (2). pp. 275-284. ISSN 2774-5791

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Abstract

This study aims to empirically examine the effect of the implementation of Artificial Intelligence (AI)-integrated Mobile-Assisted Language Learning (MALL) on classroom dynamics and students’ speaking proficiency in the Indonesian EFL context. The study is grounded in the persistent issues of low oral participation and high speaking anxiety in conventional classroom instruction. Addressing these challenges requires instructional approaches that promote interactive engagement while providing individualized learning support. An explanatory sequential mixed-method design was employed, involving 96 eleventh-grade students from the Explore Program at SMA NU 1 Gresik. Quantitative data were collected through pre- and post-speaking tests assessed using an analytic rubric covering fluency, accuracy, pronunciation, and vocabulary, while qualitative data were gathered through semi-structured interviews and classroom observations. The experimental group participated in AI-supported speaking activities for eight weeks, whereas the control group received conventional instruction with limited AI integration. The findings indicate that the experimental group demonstrated greater improvement in speaking scores compared to the control group, particularly in pronunciation and vocabulary development. Qualitative results reveal increased student engagement, more participatory classroom interaction patterns, a shift in the teacher’s role toward facilitation, and reduced speaking anxiety associated with individualized AI-generated feedback. These findings suggest that AI-supported learning environments may foster more responsive and interactive speaking instruction within classroom settings. Thus, the implementation of AI-integrated MALL contributed positively to classroom dynamics and students’ speaking proficiency within the eight-week intervention period, without extending claims beyond the duration of the study.

Item Type:	Article
Subjects:	English Education Education
Divisions:	Postgraduate Programs > Master Program in Teaching as a Foreign Language
Depositing User:	Nur Fitri Yana
Date Deposited:	05 May 2026 03:32
Last Modified:	05 May 2026 03:32
URI:	http://eprints.umg.ac.id/id/eprint/16339

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