Exploring Students’ Voices on The Use of Chatgpt as A Speaking Partner in English Practice: Penelitian

Vivi Ayu Lestari; Anwar Hilman; Arif Budimansyah Purba; Ahmad Najib Mutawally; Rizki Teja Pratama; Iksan Khasani; Ludovikus; Deden Moh Alfiansyah; Deliana Febriani; Inpresta Natalia; Sekarlita Indriani; Cepi Indra Grahana; Juni Adi Putra

doi:10.31004/jerkin.v4i3.5046

Authors

Vivi Ayu Lestari Universitas Horizon Indonesia
Anwar Hilman Universitas Horizon Indonesia
Arif Budimansyah Purba Universitas Horizon Indonesia
Ahmad Najib Mutawally Universitas Horizon Indonesia
Rizki Teja Pratama Universitas Horizon Indonesia
Iksan Khasani Universitas Horizon Indonesia
Ludovikus Universitas Horizon Indonesia
Deden Moh Alfiansyah Universitas Horizon Indonesia
Deliana Febriani Universitas Horizon Indonesia
Inpresta Natalia Universitas Horizon Indonesia
Sekarlita Indriani Kalbis University
Cepi Indra Grahana Universitas Horizon Indonesia
Juni Adi Putra Stikes Mayapada

DOI:

https://doi.org/10.31004/jerkin.v4i3.5046

Keywords:

ChatGPT, speaking partner, qualitative study, EFL learners, motivation, confidence

Abstract

This study investigates university students’ perceptions of ChatGPT as a speaking partner in English-speaking practice. Employing a qualitative research design, the study involved English major students at Horizon University Indonesia who engaged in ChatGPT-assisted speaking activities for four weeks. Data were collected through semi-structured interviews and reflective journals and analyzed using thematic analysis to examine students’ perceptions, perceived benefits and challenges, and the impact of ChatGPT on their motivation and speaking confidence. The findings reveal that students generally perceived ChatGPT as a helpful, accessible, and non-judgmental speaking partner. Its use provided increased opportunities for speaking practice, facilitated vocabulary development, and offered immediate feedback, which contributed positively to students’ motivation and confidence. Nevertheless, challenges were identified, including limited emotional interaction, occasional unnatural responses, and difficulties in sustaining extended contextual conversations. Overall, the study concludes that ChatGPT can function as an effective supplementary tool in English-speaking practice, particularly when integrated with appropriate pedagogical guidance to support EFL learners’ oral communication in higher education.

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