Investigating the Impact of CALL on EFL Students' Speaking Skills at Islamic Boarding School: A Mix-Method Approach
DOI:
https://doi.org/10.30762/jeels.v12i1.3800Keywords:
Computer-Assisted Language Learning (CALL), EFL students, Islamic boarding school, speaking fluency, speaking confidenceAbstract
This study examines the impact of computer-assisted language learning (CALL) on speaking fluency and confidence among EFL students at Al-Mizan Islamic Boarding School in Indonesia. A mixed-method approach was employed, with quantitative data collected through pre-tests and post-tests and qualitative data through interviews and observations. Speaking fluency was measured based on speech flow, pace, continuity, naturalness, and intonation, while confidence was measured based on willingness to participate, composure, eye contact, vocal clarity, and engagement. Results revealed significant improvements, with the average fluency score increasing from 55.46 to 75.67 and confidence score from 58.63 to 80.58 after an eight-week CALL intervention. Qualitative findings highlighted that CALL’s interactive features and real-time feedback supported students in improving their pronunciation and reducing speaking anxiety. This study underscores the effectiveness of CALL in enhancing speaking proficiency and fostering learner autonomy, particularly in EFL contexts with limited speaking opportunities. While the findings are promising, future research with larger samples and extended intervention periods is recommended to examine the long-term impacts of CALL. These results advocate for integrating CALL into language education to create more engaging and supportive learning environments that promote fluency and confidence development in EFL learners.
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