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Indonesian EFL Learners' Views of Fondi Application toward Speaking Performance: A Qualitative Approach

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Publicado en:The Qualitative Report vol. 30, no. 11 (Nov 2025), p. 4636-4651
Autor principal: Indrayadi, Toni
Otros Autores: Suhaimi, Usman
Publicado:
The Qualitative Report
Materias:
Teaching
Students
Indonesian language
Perceptions
Educational technology
Foreign language learning
Competence
Academic achievement
Speech perception
Pronunciation
Self instruction
Language
Qualitative research
Accuracy
Fluency
Application
Verbal communication
English as a second language
Speaking
Grammar
Task-based language teaching
English as a second language instruction
Junior High Schools
Literature Reviews
Communicative Competence (Languages)
Language Teachers
Communication (Thought Transfer)
Measurement Techniques
Interviews
Second Languages
Research Design
Experiments
Religious Education
English Departments
Learner Engagement
English
Semi Structured Interviews
Influence of Technology
Learning Processes
English (Second Language)
English Learners
Phonetics
Acceso en línea:Citation/Abstract
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Resumen:This study aims to explore English department students' perceptions regarding the effectiveness of Fondi Application (FA) in enhancing speaking proficiency. FA is a Task-Based Language Teaching (TBLT) application that provides conversations in the form of voice calls packaged like games. This qualitative approach is based on semi-structured interviews and thematic analysis. Five selected participants with FA technology intervention were interviewed about their perception after using the application as self-learning media for two months. Five main themes emerged from the findings; FA is a potential technological tool to enhance speaking proficiency including fluency, lexical resources, grammatical accuracy, and pronunciation. The participants perceived that FA as a valid tool to enhance their speaking performance. This study has implications for the importance of lecturers implementing this technological tool in speaking class.
ISSN:1052-0147
2160-3715
DOI:10.46743/2160-3715/2025.7362
Fuente:Sociology Database