Navigating Tertiary Students' Preferences for LearnaAI and HelloTalk in English Speaking Practices
DOI:
https://doi.org/10.29240/ef.v10i2%20November.17695Keywords:
EFL speaking practice; student preferences; mobile-assisted language learningAbstract
Speaking anxiety and fear of poor grades make it difficult for EFL students to speak well, leading them to seek alternative learning methods that offer safe practice or real-life communication. This qualitative case study examines how 10 second-semester English language students at Semarang State University felt about practicing their English using LearnAI (AI-based interaction) and HelloTalk (human-based interaction). Braun and Clarke's thematic analysis was used to examine data derived from semi-structured interviews and descriptive questionnaires. The results indicate that students carefully planned the sequence of their applications based on their emotional readiness: As a place to practice, LearnAI helped students feel more confident in their technical skills and reduced anxiety about public speaking by providing a judgment-free space. On the other hand, HelloTalk was a place for real-life social interaction that helped students improve their pragmatic competence. Three distinct types of anxiety were identified: language-based anxiety, speech-based anxiety, and safety-based anxiety. This research supports a model that combines Krashen's (1982) Affective Filter Hypothesis with Vygotsky's (1978) Sociocultural Theory. This model posits that emotional safety precedes actual social engagement. As a teaching method, teachers should use a step-by-step approach, starting with organized, low-stress practice with AI-based tools, then moving on to real conversations with native speakers. This way, students can improve their technical proficiency and comfort in communicating.
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