The Effect of Deep Learning Approach on First-Semester Students’ Speaking Ability in EFL Classroom

Lalu Isnaeni Rahman; Pathul Indriana; Riris Sugianto

doi:10.31764/leltj.v14i1.39801

The Effect of Deep Learning Approach on First-Semester Students’ Speaking Ability in EFL Classroom

Lalu Isnaeni Rahman, Pathul Indriana, Riris Sugianto

Abstract

English speaking skill is very crucial because this ability enables students to express thoughts, feelings, and ideas in real situations through a dynamic and interactive process for academic and professional purposes. Despite the growing integration of AI-based language learning approaches in EFL classrooms, there is still limited empirical evidence on the effectiveness of deep learning-oriented instruction in improving students’ speaking ability. The purpose of this study was to investigate the effect of the deep learning approach on the speaking ability of first-semester students at the Faculty of Information and Communication Technology, Universitas Teknologi Mataram. The study employed a quasi-experimental design with a pre-test and post-test control group involving 60 students. The sample was divided into two groups: an experimental group receiving deep learning-oriented and AI-assisted speaking instruction, and a control group receiving conventional speaking instruction. The instruments used in this study were speaking pre-tests and post-tests assessed based on fluency, pronunciation, vocabulary, grammar, and coherence. The collected data were analyzed using descriptive statistics, normality and homogeneity tests, paired-sample t-tests, and independent-sample t-tests through SPSS. The findings revealed that the experimental group achieved a higher improvement in speaking ability than the control group. The post-test mean score of the experimental group increased from 61.20 to 78.90, while the control group improved from 60.85 to 69.40. The independent-samples t-test showed a significance value of 0.000 (< 0.05), indicating that the deep learning approach had a statistically significant effect on students’ speaking ability. The results suggest that deep learning-oriented instruction integrated with collaborative tasks, project-based learning, and AI-assisted feedback can effectively enhance students’ speaking fluency, confidence, and engagement in EFL classrooms.

Keywords

Deep Learning Approach; Speaking Ability; EFL Classroom; AI-Assisted Learning; English Language Teaching

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DOI: https://doi.org/10.31764/leltj.v14i1.39801