Student’s Perception of Using ChatGPT Voice to Improve Their Self-Efficacy in Speaking

Nafsah Muhtadi, Abdul Kamaruddin, Fadhilah Zamzam, Mashuri Mashuri

Abstract


Speaking self-efficacy plays a crucial role in EFL learners’ oral performance, as it influences confidence, anxiety management, and willingness to communicate. Despite the growing integration of artificial intelligence in language learning, empirical studies exploring students’ perceptions of AI voice-based tools, particularly ChatGPT Voice, remain limited in the Indonesian EFL context, especially among English major students. This study aims to investigate English Education students’ perceptions of using ChatGPT Voice and examine how it contributes to their speaking self-efficacy. Employing a descriptive qualitative design, data were collected through preliminary observation interviews and in-depth semi-structured interviews with seventh-semester English Education students at Tadulako University. The findings reveal that ChatGPT Voice positively influences students’ speaking self-efficacy by increasing confidence, reducing speaking anxiety, improving fluency and vocabulary, and enhancing motivation and enjoyment. Despite minor technical challenges, students generally perceived the tool as supportive and effective. This study concludes that ChatGPT Voice serves as a valuable supplementary tool for fostering speaking self-efficacy in EFL contexts.


Keywords


ChatGPT Voice; Speaking Self-Efficacy; EFL Learners; Students’ Perceptions; AI-Based Learning Tools

Full Text:

PDF

References


Albert Bandura. (1997). Self-Efficacy The Exercise of Control. W. H. Freeman & Co.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.

Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System, 121, 103254. https://doi.org/10.1016/J.SYSTEM.2024.103254

Pham, H. T. U., Dinh, T. T. L., & Tran, X. T. (2025). The Impact of ChatGPT Voice on Non-Majored Students’ Willingness to Communicate in a Vietnamese University. AsiaCALL Online Journal, 16(1), 312–327. https://doi.org/10.54855/acoj.2516116

Pituxcoosuvarn, M., Tanimura, M., Murakami, Y., & White, J. S. (2025). Enhancing EFL Speaking Skills with AI-Powered Word Guessing: A Comparison of Human and AI Partners. Information (Switzerland), 16(6). https://doi.org/10.3390/info16060427

Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1255594

Said, Z. A., & Mahrooqi, A. (2024). An Examination Of Chatgpt’s Efficacy On The 10th Graders’ English-Speaking Skills And Motivation Toward English Learning In Oman.

Speziale, H. J. S. , & C. (2003). Qualitative research in nursing: Advancing the humanistic imperative (4th ed.). Lippincott Williams & Wilkins.

Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.

Tram, N. H. M., Nguyen, T. T., & Tran, C. D. (2024). ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study. System, 127, 103528. https://doi.org/10.1016/J.SYSTEM.2024.103528

Wang, C., Zou, B., Du, Y., & Wang, Z. (2024). The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence. System, 127, 103533. https://doi.org/10.1016/J.SYSTEM.2024.103533

Xu, S., Chen, P., & Zhang, G. (2024). Exploring the impact of the use of ChatGPT on foreign language self-efficacy among Chinese students studying abroad: The mediating role of foreign language enjoyment. Heliyon, 10(21). https://doi.org/10.1016/j.heliyon.2024.e39845

Yan, L., Sha, L., Zhao, L., Li, Y., Martinez-Maldonado, R., Chen, G., Li, X., Jin, Y., & Gašević, D. (2023). Practical and Ethical Challenges of Large Language Models in Education: A Systematic Scoping Review. https://doi.org/10.1111/bjet.13370

Yildiz, C. (2024). ChatGPT Integration in EFL Education: A Path to Enhanced Speaking Self-Efficacy. Novitas-ROYAL, 18(2), 167–182. https://doi.org/10.5281/zenodo.13861137

Zhang, C., Meng, Y., & Ma, X. (2024). Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate. System, 121, 103259. https://doi.org/10.1016/J.SYSTEM.2024.103259

Zou, B., Du, Y., Wang, Z., Chen, J., & Zhang, W. (2023). An Investigation Into Artificial Intelligence Speech Evaluation Programs With Automatic Feedback for Developing EFL Learners’ Speaking Skills. SAGE Open, 13(3). https://doi.org/10.1177/21582440231193818




DOI: https://doi.org/10.31004/jele.v10i6.1861

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Nafsah Muhtadi, Abdul Kamaruddin, Fadhilah Zamzam, Mashuri Mashuri

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.