JEELS
(Journal of English Education and Linguistics Studie.
P-ISSN: 2407-2575 E-ISSN: 2503-2194 https://jurnalfaktarbiyah.
id/index.
php/jeels INVESTIGATING THE IMPACT OF CALL ON EFL STUDENTS' SPEAKING SKILLS AT AN ISLAMIC BOARDING SCHOOL: A MIXED-METHOD APPROACH Nona Safira Timur1.
*Slamet Asari2.
Nirwanto MaAoruf3 1,2,3 English Education Department.
Universitas Muhammadiyah Gresik.
East Java.
Indonesia nonasafirmur@gmail.
asari70@umg.
maruf@umg.
(*) Corresponding Author Abstract: Despite the importance of speaking fluency and confidence in EFL learning, students with limited speaking opportunities, such as those in Islamic boarding schools, continue to face challenges in developing oral communication skills.
This study examines the impact of computer-assisted language learning (CALL) on speaking fluency and confidence among EFL students at Al-Mizan Islamic Boarding School in Indonesia.
mixed-method approach was employed.
The quantitative data were collected through pre-tests and post-tests (N=.
, while the qualitative data were collected through interviews (N=.
and observations.
Citation in APA style:
Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
DOI: 10.
30762/jeels.
Submission: October 2024.
Revision: November 2024.
Publication: January 2025 Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
Speaking fluency was measured based on speech flow, pace, continuity, naturalness, and intonation, while confidence was measured based on willingness to participate, composure, eye contact, vocal clarity, and Results improvements, with the average fluency score increasing from 55.
46 to 75.
67 and the confidence score 63 to 80.
58 after an eight-week CALL Qualitative findings highlighted that CALLAos interactive features and real-time feedback supported students in improving their pronunciation and reducing speaking anxiety.
This study demonstrates that CALL has the potential to transform traditionally teacher-centred instructions in the EFL contexts with limited speaking opportunities, such as Islamic boarding schools, into more interactive, learnercentred, engagement-driven Keywords: Computer-Assisted Language Learning (CALL).
EFL students.
Islamic boarding school, speaking fluency, speaking confidence INTRODUCTION In an increasingly globalized world, proficiency in the English language has become a crucial asset.
English is not only the dominant language in business, science, and technology but also serves as a lingua franca in many international interactions (Baker & Sangiamchit, 2019.
Sung, 2.
For non-native speakers, the ability to communicate effectively in English, particularly in spoken form, holds significant value (Coppinger & Sheridan, 2022.
Tajeddin et al.
, 2.
English as a Foreign Language (EFL) instruction plays a vital role in equipping learners with the skills necessary to navigate these global contexts (Alharbi, 2021.
Yang & Kuo, 2.
However, traditional classroom settings often face limitations in fully supporting the development of oral Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
proficiency, particularly in environments where English is not widely spoken outside the classroom (Fischer & Yang, 2022.
Islam & Stapa.
Wahyuningsih & Afandi, 2.
These limitations highlight the need for innovative pedagogical tools that can augment the learning experience and better prepare students for real-world communication.
One such tool is Computer-Assisted Language Learning (CALL), a technology-driven approach that has gained increasing attention in the field of language education (Al-khresheh, 2024.
Meniado, 2.
CALL refers to the use of computers and other digital technologies to facilitate language learning (Shadiev & Yu, 2024.
Zhang & Zou, 2.
Over the past few decades, the evolution of CALL has transformed the way languages are taught and learned.
Early applications of CALL focused on simple drills and practice exercises, but modern CALL tools incorporate multimedia, interactivity, and artificial intelligence to create more engaging and personalized learning experiences (Enayati & Gilakjani, 2020.
Kuddus, 2.
These advancements have made CALL particularly effective in addressing specific language skills, such as listening, reading, writing, and speaking (Adara & Haqiyah, 2021.
Aljameel, 2022.
Shokrpour et al.
, 2.
Of these, speaking remains one of the most challenging skills for EFL learners to master (Chen & Hwang, 2020.
Menggo et al.
, 2.
Effective speaking involves not only a command of vocabulary and grammar but also fluency, accuracy, and the confidence to use the language in various contexts (Uztosun, 2.
At the heart of language proficiency is the ability to communicate fluently and confidently in the target language (Pitura, 2022.
ShaAoAr & Boonsuk, 2.
For many EFL learners, achieving this level of proficiency requires consistent practice and feedbackAielements that are not always adequately provided in traditional classroom settings.
many EFL environments, particularly those in non-English-speaking countries, classroom instruction may be the only exposure students have to the language (Haim & Tannenbaum, 2022.
Lee & Lee, 2019.
Rose et al.
This is often the case at Islamic boarding schools, or pesantren, in Indonesia, where students are taught English as part of a broader Timur.
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, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
curriculum that also includes religious studies (Farid & Lamb, 2020.
Muhajir, 2.
These institutions, while focused on academic and moral development, may face challenges in creating immersive language environments where students can actively practice their speaking skills (Mustapa et al.
, 2023.
Masyhud et al.
, 2.
Al-Mizan Islamic Boarding School, the site of this study, is one such Like many boarding school.
Al-Mizan places a strong emphasis on both religious education and academic achievement.
English is taught as a foreign language, and students are encouraged to develop proficiency in speaking as part of their overall language competence (Aizawa et al.
, 2023.
Soruy et al.
, 2.
However, the unique educational structure and the cultural context of the boarding school may limit opportunities for spontaneous spoken language practice.
This is particularly true in classroom settings where instruction tends to be teacher-centered, and the focus is often on reading and writing rather than speaking (Akter et al.
, 2.
Furthermore, the traditional methods of teaching speaking skillsAisuch as rote memorization, grammartranslation methods, and minimal interaction with authentic language materialsAido not always align with the needs of learners in the 21st century, who require more interactive and communicative approaches to language learning (Abdallah, 2019.
Islam & Stapa, 2021.
In response to these challenges.
CALL offers a promising solution.
By integrating technology into the language-learning process.
CALL provides students with access to a wide range of language resources that can be tailored to their individual needs and learning styles (Ahmed et , 2020.
Bahari, 2.
Multimedia tools, such as videos, audio recordings, and interactive exercises, allow students to engage with the language in a more dynamic and immersive way than traditional textbooks or worksheets (Girwidz & Kohnle, 2021.
Hameed, 2.
Additionally.
CALL applications often incorporate speech recognition software, which enables students to receive immediate feedback on their pronunciation and fluency (Chen, 2024.
Jiang et al.
, 2.
This real-time feedback is critical for building confidence, as it allows learners to identify and correct errors without the pressure of performing in front of Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
peers or teachers.
Moreover.
CALL platforms can simulate real-life communication scenarios, giving students the opportunity to practice speaking in contextually relevant situations (Balula et al.
, 2021.
Yang et , 2.
The growing body of research on CALL has demonstrated its potential to significantly improve language learners' speaking skills.
For example.
Hanafiah et al.
examined how CALL affects vocabulary learning, speaking skills, and foreign language speaking anxiety among Indonesian EFL learners.
Their quasi-experimental study, involving 103 participants, revealed that CALL instruction led to significant improvements in both vocabulary learning and speaking skills, while also reducing anxiety levels.
Similarly.
Enayati and Gilakjani .
investigated the effect of CALL on vocabulary learning among Iranian intermediate EFL learners.
Their quasi-experimental study, involving 61 participants, showed that CALL significantly improved learnersAo vocabulary acquisition, with the experimental group outperforming the control group.
Participants also expressed positive attitudes towards CALL.
Imran et al.
examined the impact of Computer Assisted Language Learning (CALL) technology on Indonesian learners' speaking Their quantitative study found that the use of CALL facilitated greater interaction between students and learning materials via the internet, enabling more flexible learning in terms of time and place.
The results suggest that CALL can effectively enhance speaking skills and improve language learning outcomes.
Collectively, these studies underline the effectiveness of diverse CALL methods, from vocabulary and pronunciation tools to video-based tasks, in enhancing EFL learners' speaking abilities.
However, despite the positive findings in the literature, there is still a need for more context-specific research, particularly in educational settings like Islamic boarding schools, where the integration of technology may face unique cultural and institutional In such environments, the adoption of CALL must be carefully considered to ensure that it aligns with the values and pedagogical practices of the institution while effectively addressing the languagelearning needs of students.
Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
This study aims to fill this gap by investigating the impact of CALL on the speaking skills of EFL students at Al-Mizan Islamic Boarding School.
Specifically, the research focuses on two key aspects of speaking: fluency and confidence.
Fluency refers to the ability to speak smoothly and without excessive hesitation (Suzuki & Kormos, 2020.
Os et al.
, 2.
, while confidence is the speaker's self-assurance in using the language in various communicative contexts (Dippold et al.
, 2019.
Zayed & Al-Ghamdi, 2.
Both of these elements are crucial for effective communication and are often the areas where EFL learners struggle the most.
While CALL has been shown to improve these aspects of speaking in general educational contexts, its impact in the specific context of an Islamic boarding school remains underexplored.
In light of these challenges, this study seeks to explore the following research questions: AuHow does the use of Computer-Assisted Language Learning (CALL) impact the speaking fluency and confidence of EFL students at Al-Mizan Islamic Boarding School?Ay.
The choice to focus on fluency and confidence is informed by the unique needs of the students at Al-Mizan.
Many of these students come from rural areas where opportunities to practice English outside of the classroom are As a result, they may have a solid understanding of grammar and vocabulary but lack the practical experience needed to use the language confidently in conversation.
CALL has the potential to bridge this gap by providing a low-pressure environment where students can practice speaking without the fear of making mistakes in front of their peers or teachers.
To investigate the impact of CALL on the speaking skills, this study adopts a mixed-methods approach.
The use of both quantitative and qualitative data collection methods ensures a comprehensive understanding of the research problem.
In conclusion, this research seeks to explore the potential of CALL as a tool for enhancing the speaking skills of EFL learners at Al-Mizan Islamic Boarding School.
By focusing on the development of fluency and confidence, the study aims to contribute to the growing body of literature on CALL while also addressing the specific needs of students in Islamic boarding schools.
Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
The findings of this study have the potential to inform both language teachers and policymakers about the effectiveness of CALL in improving speaking skills and to provide practical recommendations for its integration into EFL curricula in similar educational contexts.
METHOD
Research Design This study adopts a mixed-methods approach by Creswell .
, integrating both quantitative and qualitative data collection methods to investigate the impact of Computer-Assisted Language Learning (CALL) on the speaking skills of EFL students at Al-Mizan Islamic Boarding School.
The mixed-methods design allows for a comprehensive exploration of both the measurable outcomes and the subjective experiences of the students.
The study spans a period of 8 weeks, during which pre- and post-intervention assessments are conducted to evaluate changes in speaking fluency and confidence.
Participants The participants in this study consisted of 24 students enrolled in the 9th grade at Al-Mizan Islamic Boarding School.
These students were selected through purposive sampling to ensure they represented a typical cross-section of the schoolAos EFL learners.
The total population of 9th-grade students at Al-Mizan is 120, meaning the 24 participants represent 20% of the total student population in this grade.
The participants, aged 14 to 15, come from predominantly urban areas, though their exposure to English outside the classroom remains limited.
They were selected based on their active engagement in Englishspeaking lessons, ensuring they were representative of the student body and sufficiently motivated to participate in the study.
Instruments Data collection for this study was conducted using three primary instruments: pre- and post-tests, an observation checklist, and semistructured interviews.
The pre- and post-tests were designed to Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
quantitatively measure the students' speaking fluency and confidence before and after the CALL intervention.
Table 1.
Pre- and Post-Tests Items Section Task Description Introduction Students (Warm-u.
response to a few simple prompts.
This part aims to comfortable and confidence, and ability to answer basic questions.
Picture Students describe Description provided by the Storytelling Students asked to narrate a story based on Role-play Students engage (Conversatio.
dialogue with the Instructions to Students Please Can you tell me your name and What is your favorite hobby or Can you describe a typical day at Look at this picture .
family having a picnic in the par.
and describe what you see.
Try to speak for at least 1 minute.
Please tell me a short story about a memorable experience you have had.
You can talk about something funny, exciting, or interesting.
Scenario: You are at a restaurant, and you want to order your favorite food.
I will act as the waiter.
Teacher: Good afternoon! Welcome to our restaurant.
What would you Student: (Respond with their choice, including drinks and dessert if Teacher: Would you like anything Student: (Respond politely and ask questions if needed.
Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
The tests above were subjective in nature, as they focused on evaluating the students' spoken performance rather than providing fixed answer choices.
One rater was involved in evaluating each student's The scoring rubrics as shown in Appendix A were used to assess fluency and confidence, with a 5-point scale for each criterion.
Fluency was evaluated based on the speech flow, pace, continuity, naturalness.
Confidence was measured by evaluating the studentsAo willingness to participate, composure, eye contact, and vocal clarity, as well as their engagement in spontaneous speaking tasks.
In addition to the tests, an observation checklist was used during CALL sessions to evaluate student engagement and the practical use of English in interactive tasks.
Table 3.
Observation Check List Criteria Active Participation Yes Comments Did the student actively engage in speaking tasks? Did the student use English throughout the task? Did the student speak without frequent pauses? Was the student's pronunciation clear and accurate? Did the student speak confidently, without hesitation? Was the student eager to participate in speaking tasks? Did the student complete all speaking tasks given? Use of English Fluency Pronunciation Confidence Willingness to Participate Task Completion The observation checklist above focused on active participation, language use, and fluency during the tasks.
Qualitative data were also gathered through semi-structured interviews with 5 students, which provided deeper insights into their experiences with CALL and the perceived impact of the intervention on their speaking abilities.
The interview guidelines is available in Appendix B.
Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
Data Collection The study followed a structured, three-phase procedure.
In Phase 1, a pre-test was administered to all participants to establish a baseline for their speaking skills.
Alongside the pre-test, studentsAo initial attitudes toward using technology in language learning were recorded.
In Phase 2, the CALL intervention was implemented over the course of 8 weeks, with students participating in three sessions per week, each lasting 60 During these sessions, students engaged with various CALL tools, including multimedia software, speech recognition apps like Elsa Speak and Memrise.
The CALL activities simulated real-life communication scenarios and encouraged students to practice speaking in a range of authentic contexts.
In Phase 3, after the completion of the CALL intervention, a post-test was administered to measure any improvements in fluency and confidence.
This was followed by interviews with selected students to gain deeper insights into their experiences with the CALL tools.
Data Analysis Data analysis involved both quantitative and qualitative methods to provide a comprehensive understanding of the impact of the CALL intervention on studentsAo speaking fluency and confidence.
The quantitative data were derived from pre- and post-tests, which were analysed using statistical methods, specifically a paired t-test, to determine whether there were statistically significant improvements in the students' performance after the intervention.
Fluency was evaluated based on five key aspects: speech flow, which measured the smoothness and lack of interruptions in the studentsAo speech.
pace, which assessed whether the speed of speech was appropriate, neither too fast nor too continuity, which focused on the ability to speak without frequent pauses or breakdowns in thought.
naturalness, which gauged how spontaneous and authentic the speech sounded, avoiding rigidity or over-rehearsal.
and intonation, which assessed the variation in pitch and stress used to convey meaning effectively.
These aspects were scored using a rubric on a 5-point scale for each criterion (Appendix A), with a Timur.
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Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
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, 21-50.
maximum fluency score of 25 points per task.
The scores from all tasks were combined and converted to a 100-point scale for analysis.
Confidence was measured using the same rubric focused on specific behavioural indicators.
This included willingness to participate, composure, eye contact, vocal clarity, and engagement (Appendix A).
Each criterion was scored on a 5-point scale, with a total confidence score for each task calculated out of 25 points.
Like fluency, these scores were also converted to a 100-point scale for comparison across pre- and posttests.
The paired t-test was then used to compare the mean pre-test and post-test scores for both fluency and confidence, identifying whether the observed improvements were statistically significant .
< 0.
For the qualitative component, data were collected through semistructured interviews and observations and were analysed thematically.
The semi-structured interview questions focused on six main areas to explore studentsAo experiences and perceptions of using CALL tools.
ee Appendix A).
FINDINGS
The quantitative results were based on the pre- and post-test assessments of speaking fluency and confidence.
The pre-test results provided baseline data on the students' speaking fluency and confidence before the CALL intervention.
Table 4.
Paired Samples Statistics Mean Std.
Deviation Std.
Error Mean Pair 1 Pretest Fluency Pair 2 Posttest Fluency Pretest Confidence Posttest Confidence The average fluency score was 55.
46 out of 100, indicating that many students struggled with producing continuous speech without Hesitations and pauses were frequent during their spoken Timur.
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, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
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, 21-50.
responses, and many students had difficulty maintaining a natural flow in conversation.
Pronunciation accuracy was a common issue, particularly in areas of stress and intonation patterns, which are critical for achieving intelligibility in spoken language.
On an individual level, there were noticeable differences in fluency across the 24 students.
While a few students demonstrated moderate proficiency with scores around 65, the majority fell within the 50-60 range, suggesting that fluency was an area of concern for most Confidence levels, as measured by studentsAo willingness to speak English in spontaneous conversation and formal speaking tasks, were also relatively low.
The average confidence score was 58.
63 out of During the pre-test, students appeared hesitant to speak without relying heavily on prepared scripts.
Signs of anxiety, such as speaking in a low voice, avoiding eye contact, and reluctance to participate in group conversations, were observed among many students.
This lack of confidence was particularly evident in open-ended speaking tasks, where students were required to engage in unscripted dialogue.
average, students expressed a general apprehension toward speaking English, citing limited opportunities for practice and a fear of making mistakes in front of their peers as significant barriers to their confidence.
Following the eight-week CALL intervention, a significant improvement in both fluency and confidence was observed.
The average fluency score increased from 55.
46 to 75.
67 out of 100, reflecting a 20.
21point increase.
This indicated that students were able to speak with fewer pauses and interruptions, demonstrating better control over their speech production.
Speech rate was notably faster, and students exhibited a greater ability to maintain a natural conversation pace, with fewer hesitations and more fluid transitions between sentences.
The studentsAo pronunciation also showed marked improvement, with more accurate stress and intonation patterns observed in their speech.
Similarly, the average confidence score rose from 58.
63 to 80.
out of 100, representing a 21.
95-point improvement.
Students were more willing to participate in spontaneous speaking tasks, exhibited greater comfort in initiating conversations, and demonstrated less reliance on Timur.
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Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
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, 21-50.
prepared scripts.
During the post-test, many students displayed greater enthusiasm for speaking in English, and they appeared more comfortable using the language in both formal and informal settings.
These findings were further supported by the diagram illustrating the significant score increases in both fluency and confidence between the pre-test and post-test.
Figure 1.
Diagram Scores for both Fluency and Confidence Most students experienced an improvement of at least 10 points in both metrics, with some achieving gains as high as 25 points.
For instance, students who initially scored in the mid-50s improved to mid70s or higher, indicating that the CALL intervention had a profound impact on their speaking abilities.
To determine whether the observed improvements were statistically significant, a paired t-test was Timur.
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Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
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, 21-50.
Table 5.
Paired Samples t-test Paired Differences Pair Pair Pretest Fluency Posttest Fluency Pretest Confidence - Posttest Confidence Mea Significance Confidence One- TwoSide Sided Std.
Std.
Interval of the Difference df d p Deviati Error Mean Lower Upper - 23 <.
00 <.
- 23 <.
00 <.
The results of the t-test showed that the increases in both fluency and confidence scores were statistically significant, with a p-value of less 001 for both metrics.
This suggests that the improvements were not due to chance but were likely a direct result of the CALL Table 6.
Paired Samples Effect Sizes Pair 1 Pair 2 Pretest Fluency Posttest Fluency Pretest Confidence Posttest Confidence Cohen's d Standar Point dizera Estimate 95% Confidence Interval Lower Upper Hedges' Cohen's d Hedges' The effect sizes for both fluency .
and confidence .
calculated using Cohen's d, were exceptionally large, further confirming Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
the effectiveness of the intervention.
These results highlight the potential of CALL tools in significantly enhancing students' speaking skills.
In addition to the quantitative data, qualitative data were collected from semi-structured interviews and observations, providing insights into the studentsAo experiences with CALL and the specific ways in which it influenced their speaking skills.
From the interviews, students overwhelmingly reported positive experiences with CALL tools, such as Memrise and Elsa Speak.
The interactive features of these applications, particularly speech recognition and instant pronunciation feedback, were cited as major contributors to their improvement.
For instance.
Student 1 mentioned.
AuI liked that I could practice on my own without feeling embarrassed.
The app corrected my pronunciation right away, so I knew what I was doing wrong.
Ay This reflects the value of low-pressure, self-paced practice in fostering skill development, as also indicated by the improved fluency scores in the post-test.
Moreover.
Student 5 highlighted the engaging and gamified nature of CALL tools, which made learning enjoyable.
This sentiment aligns with the theme of enhanced motivation observed across students, suggesting that the interactive format of CALL tools played a key role in sustaining their interest and encouraging regular practice.
The increase in fluency scores, as indicated by a 20.
21-point rise on average, was corroborated by studentsAo perceptions of their progress.
For instance.
Student 3 remarked.
AuI can speak more confidently during presentations, and my pronunciation is much clearer, especially sounds like AothAo and AosAo.
Ay Similarly.
Student 4 noted improved fluency and speech rate, sharing that they could now Auspeak faster without many pauses.
Ay These comments illustrate how the tools facilitated more natural speech production, aligning with the observed reduction in hesitations and breakdowns during the post-test assessments.
In terms of confidence, the qualitative data mirror the quantitative results, which showed a 21.
95-point increase in confidence Students reported feeling less anxious about making mistakes and more willing to engage in speaking tasks.
Student 4, for example, shared.
AuBefore.
I was nervous speaking in front of others, but now I feel more Timur.
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, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
confident because I know my pronunciation is better.
Ay This shift in attitude reflects a reduced fear of judgment and greater self-assurance in using English, which was particularly evident in their increased participation in class discussions.
Despite the positive outcomes, several challenges emerged during the intervention.
A recurring issue was technical difficulties, such as unreliable internet connections and occasional misrecognition by the speech recognition software.
Student 3 stated.
AuThe app sometimes misunderstood my pronunciation even when I thought I said it correctly,Ay which caused temporary frustration.
Additionally, some students expressed a preference for face-to-face interaction, with Student 5 emphasizing that while CALL was beneficial, it could not fully replace the value of real-time conversations with teachers and peers.
These challenges, however, did not appear to overshadow the overall benefits of the intervention.
Students demonstrated resilience in overcoming obstacles, such as Student 4, who shared his strategy of asking for help from peers or teachers when encountering difficulties with app The studentsAo enthusiasm for continued use of CALL tools suggests a perceived long-term benefit.
For instance.
Student 3 expressed.
AuI want to keep using these tools because they help me improve a lot,Ay while Student 4 recommended them to other students for their effectiveness in building speaking skills.
This aligns with the broader conclusion that CALL tools provide an accessible and engaging platform for sustained language practice, especially in environments with limited exposure to English outside the classroom.
Students also provided constructive feedback for enhancing the CALL experience.
Several suggestions focused on adding more real-life situational dialogues, such as ordering food in a restaurant or asking for Student 4 recommended integrating more practical scenarios to make the tools even more relatable and useful.
Additionally.
Student 3 suggested incorporating live interaction features with native speakers, which could further enrich the learning experience by providing authentic conversational practice.
Timur.
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Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
The alignment between quantitative improvements and qualitative insights underscores the effectiveness of CALL tools in enhancing speaking fluency and confidence.
The statistically significant gains in post-test scores reflect the tangible progress achieved, while the interview data shed light on the mechanisms driving these improvements, such as repeated pronunciation practice, low-pressure learning environments, and engaging formats.
At the same time, the challenges identified highlight areas for refinement, suggesting that while CALL tools are highly effective, they should be used in conjunction with face-to-face interaction to maximize their impact.
By addressing these challenges and incorporating the studentsAo suggestions, the integration of CALL tools in language instruction can be further optimized, ensuring a balanced approach that leverages both technology and human interaction.
In conclusion, the findings demonstrate that CALL tools are a powerful resource for improving speaking skills, particularly in contexts where students have limited exposure to English outside the classroom.
By fostering fluency, building confidence, and providing engaging practice opportunities.
CALL tools hold great potential for transforming EFL education, as evidenced by the remarkable progress achieved by the students in this study.
DISCUSSION
The purpose of this study was to investigate the effects of Computer-Assisted Language Learning (CALL) on the confidence and speaking fluency of EFL students at Al-Mizan Islamic Boarding School.
The study offers helpful insights into how CALL affects these important facets of language learning by examining pre- and post-test results as well as qualitative information from observations and interviews.
The results demonstrate that after eight weeks of using CALL tools, students' confidence and fluency have clearly improved.
Confidence scores rose from 58.
63 to 80.
58, while fluency scores increased from an average of 55.
46 to 75.
These findings imply that CALL had a beneficial impact, assisting students in speaking more Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
fluently, enhancing their pronunciation, and minimising hesitancies when conversing.
The increase in self-assurance demonstrates how the CALL resources fostered a positive atmosphere that let students practice speaking without worrying about making mistakes in front of others.
This study provides answers to the research questions and demonstrates how CALL can help EFL learners become more confident and fluent.
CALL technologies provided students with greater opportunity to practise speaking and get fast feedback in settings such as Islamic boarding schools, where speaking opportunities are frequently limited.
They were able to enhance their speaking patterns and pronunciation because to features like speech recognition, which made CALL an invaluable tool.
These findings are consistent with previous research on the advantages of CALL for language learning.
For example.
Hanafiah et al.
shown that CALL tools enhanced speaking abilities and Furthermore, by creating a less scary environment and promoting participation, this study confirms results that CALL can lower speaking anxiety.
Similarly, a study by Enayati and Gilakjani .
shown that CALL tools enhanced speaking abilities and Furthermore, by creating a less scary environment and promoting participation, this study confirms results that CALL can lower speaking anxiety.
This study builds on previous research by showing that CALL can specifically help EFL students overcome anxiety and gain Traditional classroom settings often make students nervous about speaking, but CALL's low-pressure environment allowed them to practice comfortably, boosting their confidence.
Additionally, this research highlights CALLAos role in improving pronunciation.
Previous research by Pennington .
, noted that speech recognition tools provide helpful feedback on pronunciation.
Students in this study reported noticeable improvements in areas like stress and intonation after using CALL tools.
The findings have practical value for EFL teaching.
CALL can be a helpful supplement in classrooms, especially in settings like Al-Mizan.
Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
where speaking practice opportunities are limited.
By integrating CALL into the curriculum, teachers can give students more chances to practice speaking outside the classroom, improving both fluency and confidence.
CALL also promotes learner independence.
Students can complete speaking tasks at their own pace, receive instant feedback, and practice whenever convenient.
This makes CALL a useful tool for learning outside school hours, accessible on mobile devices or computers.
On a theoretical level, the findings reinforce the concept of language learning as a socially constructed process, where learnersAo interactions with technology and feedback mechanisms play a crucial role in their development.
VygotskyAos theory .
of the zone of proximal development (ZPD) is particularly relevant here, as CALL tools provide learners with scaffolded support that helps them progress beyond their current level of speaking proficiency.
In this study, the feedback provided by CALL tools functioned as a form of scaffolding, enabling students to gradually improve their fluency and pronunciation.
Additionally, the positive impact of CALL on students' confidence aligns with the affective filter hypothesis proposed by Krashen, which suggests that reducing anxiety and building selfconfidence can lead to more effective language acquisition (Patrick.
CALL, by creating a low-pressure environment, appears to lower the affective filter and allows students to practice speaking in a stressfree manner, which in turn contributes to their overall language Despite its promising results, this study has limitations.
The small sample size of 24 students limits how widely the findings can be applied.
Future studies with larger and more diverse groups would provide stronger evidence.
Additionally, the eight-week duration may not capture long-term effects.
Research over a longer period could help determine whether improvements in fluency and confidence are Another limitation is the reliance on self-reported data from interviews, which might not fully reflect studentsAo actual progress.
Combining self-reports with objective measures, such as audio Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
recordings or classroom observations, could give a more complete Finally, the results of this study might not be generalisable to other educational contexts because it was carried out in a single school.
Confirming the findings would be aided by conducting the study again in other educational settings, including both public and private ones.
Furthermore, researching the efficacy of more recent technologies, such as virtual reality or AI-based applications, would offer insightful information about how CALL's function in education is changing.
This study demonstrates that CALL significantly improves EFL studentsAo speaking fluency and confidence.
While there are limitations, the findings offer practical and theoretical insights that can benefit both educators and researchers.
By addressing these limitations and exploring new areas of study, the potential of CALL as a powerful language learning tool can be further realized.
CONCLUSION
This study investigated the impact of CALL on improving speaking fluency and confidence among EFL students at Al-Mizan Islamic Boarding School.
The findings from pre- and post-tests revealed a significant increase in both fluency and confidence levels after an 8week CALL intervention.
The qualitative data reinforced these results, as students expressed positive attitudes towards CALL, appreciating its interactive and low-pressure environment for practicing speaking skills.
The study contributes to the field of language education by demonstrating the effectiveness of CALL in enhancing both speaking proficiency and learner confidence.
This research aligns with existing literature, while also adding insights into how CALL can be particularly beneficial in EFL settings where speaking opportunities are limited.
Moreover, it emphasizes the role of CALL in creating a learner-centered environment that facilitates independent learning and reduces anxiety related to speaking in a foreign language.
In terms of practical implications, the study suggests that CALL can be a valuable tool for language educators seeking to improve students' speaking abilities, especially in settings where traditional methods may not provide Timur.
Asari.
, & MaAoruf.
Investigating the impact of CALL on EFL students' speaking skills at an Islamic boarding school: A mixed-method approach.
JEELS (Journal of English Education and Linguistics Studies, 12 .
, 21-50.
sufficient opportunities for practice.
The findings support the integration of CALL into language curricula as a means to complement classroom instruction and provide more engaging, personalized learning experiences for students.
DECLARATION OF AI AND AI-ASSISTED TECHNOLOGIES
The authors declare that ChatGPT .
Artificial Intelligence was used exclusively for obtaining research resources and proofreading purposes during the preparation of this manuscript.
This AI-assisted technology was employed to enhance language clarity and The authors have carefully reviewed and edited the content to ensure its accuracy and quality, take full responsibility for the final version of the publication.
REFERENCES