Exploring University Students' Perceptions of Lucida AI as an AI-Powered Speaking Partner for English Speaking Practice: Penelitian

Viviana Lisma Lestari; Childa Faiza; Suwarsito Suwarsito

doi:10.31004/jerkin.v4i4.7194

Authors

Viviana Lisma Lestari UIN Syarif Hidayatullah Jakarta
Childa Faiza UIN Syarif Hidayatullah Jakarta
Suwarsito Suwarsito Universitas Bina Sarana Informatika

DOI:

https://doi.org/10.31004/jerkin.v4i4.7194

Keywords:

Artificial Intelligence, English speaking practice, Lucida AI, students' perceptions, qualitative study

Abstract

The integration of Artificial Intelligence (AI) into English language learning has created new opportunities for supporting students' speaking practice. This study explored university students' perceptions of Lucida AI as an AI-powered speaking partner for English speaking practice. Employing a qualitative descriptive design, the study involved ten undergraduate students from the English Education Department at a private university in Depok, Indonesia. Participants used Lucida AI for approximately two weeks before participating in semi-structured interviews, while a Likert-scale questionnaire was administered as methodological triangulation. The findings revealed three major themes. First, students perceived that Lucida AI supported their speaking practice by enhancing pronunciation, grammar, vocabulary, fluency, and comprehension. Second, the application fostered a supportive and confidence-building learning environment that reduced speaking anxiety. Third, participants identified several technical limitations, including occasional speech recognition inaccuracies and repetitive responses. Overall, students viewed Lucida AI as a valuable supplementary tool for autonomous speaking practice rather than a replacement for classroom instruction.

References

Bhar, S. K. (2026). Artificial intelligence in EFL speaking instruction: A systematic review of pedagogical design, affective conditions and instructional input. Encyclopedia, 6(4), 74. https://doi.org/10.3390/encyclopedia6040074

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson Education.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Goh, C. C. M., & Aryadoust, V. (2025). Developing and assessing second language listening and speaking: Does AI make it better? Annual Review of Applied Linguistics, 45, 179–199. https://doi.org/10.1017/S0267190525100111

Lucida AI. (2025). Learn Languages – Lucida AI. Apple App Store. https://apps.apple.com/id/app/learn-languages-lucida-ai/id6630391133

Mahazan, M. H., & Ismail, H. H. (2025). Artificial intelligence tools as catalysts of improved spoken English: A systematic review of the current applications and challenges. International Journal of Learning, Teaching and Educational Research. https://ijlter.net/index.php/ijlter/article/view/2639

Nation, I. S. P., & Newton, J. (2020). Teaching ESL/EFL listening and speaking (2nd ed.). Routledge.

Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge University Press.

Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G

Wang, H., Aziz, A. A., & Kutty, F. M. (2025). Integrating AI into Asian tertiary EFL learners' speaking instruction: A systematic literature review. Forum for Linguistic Studies, 7(3). https://doi.org/10.30564/fls.v7i3.8263