TEACHERS' PERCEPTIONS ON THE USE OF AI SPEECHACE AS A MEDIUM FOR IMPROVING ENGLISH SPEAKING SKILLS: A CASE STUDY AT A BOARDING SCHOOL IN LHOKSEUMAWE

Abstract

This study aimed to investigate teachers’ perceptions toward the use of AI SpeechAce as a medium for improving English speaking skills at Islamic Boarding School in Lhokseumawe. This research employed a descriptive qualitative method involving 20 teachers as the participants. The data were collected through semi-structured interviews, observations, and documentation and were analyzed using thematic analysis following the procedures proposed by Braun and Clarke (2006). The findings revealed that teachers generally had positive perceptions toward the use of SpeechAce, although some of them initially felt nervous and unfamiliar with the technology. After using the platform, teachers considered SpeechAce interesting, easy to use, and helpful in supporting independent speaking practice. Teachers reported perceived improvements in pronunciation, vocabulary, grammar, fluency, and self-confidence after using SpeechAce. In addition, teachers perceived that features such as automatic feedback and conversation practice were beneficial in helping them identify and correct speaking mistakes independently. However, they also reported several technical challenges, including limited access, unstable internet connections, and device-related issues. Overall, teachers perceived SpeechAce as an effective and flexible medium that supports independent English speaking practice and enhances their confidence in using English.