Efl Learners’ Experiences In Using Chatgpt’s Voice Feature To Develop Speaking Skill: A Narrative Inquiry

YANZAH, ARIF HATAMI FERY (2026) Efl Learners’ Experiences In Using Chatgpt’s Voice Feature To Develop Speaking Skill: A Narrative Inquiry. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

Artificial intelligence has provided EFL learners with more opportunities to practice speaking independently through interactive technologies such as ChatGPT Voice Feature. This study aimed to explore EFL learners’ experiences in using ChatGPT’s Voice Feature to develop their speaking skills. A qualitative method with a narrative inquiry design was employed. The participants were four EFL learners from the English Education program at one of the universities in Pekalongan. Data were collected through semi-structured interviews and documentation and analyzed using thematic analysis, while Appraisal Theory was used as the analytical lens. The findings showed that the learners expressed both positive and negative experiences when using ChatGPT Voice Feature. They generally felt more comfortable, confident, and motivated to practice speaking because the feature provided opportunities for interactive conversations. However, they also experienced several challenges, including inaccurate pronunciation recognition, vocabulary limitations, limited support for grammar and vocabulary development, and response timing that sometimes disrupted the flow of conversation. Despite these challenges, the learners viewed ChatGPT Voice Feature as a valuable supplementary tool for speaking practice because it provided more opportunities to communicate in English and supported the development of their speaking skills. Overall, the findings indicate that ChatGPT Voice Feature can support speaking practice, although other learning resources are still needed to develop different components of speaking skills.

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