EXPLORING STUDENTS’ PERCEPTIONS OF TECHNOLOGY-ENHANCED ENGLISH SPEAKING AND ITS INFLUENCE ON STUDENTS' CONFIDENCE IN PEMALANG REGENCY

Abstract

Speaking is often perceived as one of the most challenging skills for EFL learners. Nowadays, the integration of technology in language learning has increased impressively, but the students’ perceptions and its impact on their confidence remain underexplored. This study aims to explore students’ perceptions of technology-enhanced English speaking and examine how it influences their confidence. This study employs a qualitative case study. Some vocational high school students in Pemalang Regency were observed in different classroom teachings. To explore students’ perspectives on technology-enhanced English speaking, they were interviewed after the class observation ended. Data triangulation was used to make sure the data were valid and acceptable. The findings revealed that students generally have positive perceptions of technology-enhanced speaking learning. The use of technology serves a more engaging and supportive learning environment, which helps students improve their confidence in speaking English. However, the effectiveness of the technology depends on how it is implemented in the classroom. This study gives a deeper understanding of the role of technology in shaping students’ affective responses and offers pedagogical implications for improving speaking learning in the EFL classroom.