EXPLORING ELEMENTARY SCHOOL STUDENTS’ ENGAGEMENT IN PRONUNCIATION LEARNING THROUGH ELSA SPEAK

Abstract

Low engagement in English pronunciation learning is a common challenge among elementary school students in the English classroom due to the English Foreign Language (EFL) context. In the EFL context, students have limited exposure to the English language and have minimal opportunities to practice English. Pronunciation learning can be difficult for elementary school students, particularly when the English activities are not designed to actively involve students in the learning process. The use of AI-based tools may provide a more interactive approach to support students' learning. ELSA Speak is one of the AI-based tools used to support students’ pronunciation learning. It provides real-time pronunciation feedback, a user-friendly interface, and interactivity. This study explores how students’ engagement in learning pronunciation through the use of ELSA Speak. The study uses a qualitative approach and involves the fifth-grade students as the participants. Data will be collected through observations, field notes, and students’ responses during pronunciation learning activities. The results of this study showed that ELSA Speak helped students become more engaged in learning pronunciation. Through its interactive features and pronunciation feedback, the application encouraged students to participate more actively, practice pronunciation repeatedly, and become more confident during English learning activities. In addition, the study highlighted that AI-based learning tools such as ELSA Speak can support a more interesting and interactive learning environment, especially for elementary school students in learning pronunciation. This study emphasizes the capabilities of AI-based tools in supporting more engaging learning experiences in learning English, especially in learning pronunciation.