A Mixed-Method Study on the Impact of ELSA Speak in Enhancing Oral Communication Skills of Introverted ESL Students

Abstract

This research investigates how the ELSA Speak application enhances spoken English competencies among introverted ESL learners, with particular emphasis on first-year university students and their public speaking capabilities. Employing a mixed-methods research design, the study examined 93 ESL participants aged 20-22 years to evaluate their receptiveness toward utilizing ELSA Speak for public speaking skill development. Participants underwent random selection and engaged in structured ELSA Speak practice sessions, subsequently being allocated into control groups (comprising extroverted learners) and experimental groups (comprising introverted learners). Data collection utilized pre-assessment and post-assessment evaluations, with statistical analysis conducted through paired-sample t-tests and one-sample t-tests. Results demonstrated statistically significant enhancement in speaking proficiency during post-assessments, particularly evident in digital communication contexts and public speaking scenarios. Post-assessment analysis revealed that ELSA Speak's comprehensive feedback mechanisms enabled participants to recognize and remediate specific performance deficiencies. The research advocates for integrating ELSA Speak functionality with virtual conferencing platforms to strengthen both general and professional communication competencies. Findings underscore ELSA Speak's efficacy as an instrumental resource for advancing language proficiency among introverted ESL students, especially within professional contexts, while encouraging additional investigation into its applicability across various academic fields beyond oral communication skills.