“HEY SIRI, ALEXA, OK GOOGLE—HELP ME LEARN ENGLISH!”: VOICE ASSISTANTS IN EFL LEARNING

Abstract

This study investigated the impact of voice assistant technologies (VATs), specifically Google Assistant, Amazon Alexa, and Apple Siri, on English as a Foreign Language (EFL) speaking practice among undergraduate students at Universitas Serambi Mekkah. Using a mixed-methods approach, the study involved 40 EFL students over a four-week intervention. Quantitative data were obtained through pre- and post-tests measuring speaking fluency, pronunciation accuracy, and lexical range, while qualitative data were gathered via surveys and semi-structured interviews. Results showed significant improvements across all three oral language domains, with learners exhibiting greater fluency, enhanced pronunciation, and a wider lexical repertoire after interacting with VATs. Learners also have positive perceptions towards the use of VATs in their English-speaking practice, particularly in terms of reducing their speaking anxiety and increasing their learning motivation and confidence. Despite acknowledging that all VATs were easier to use for speaking practice than traditional pedagogical approaches, they expressed a clear preference for Google Assistant over the other options due to its accessibility on Android devices,  user-friendly interface, capability to recognize non-native accents more accurately, capability to process a wide range of spoken prompts, multimodal input flexibility in circumstances where voice recognition struggled, and ease integration into daily routine. The findings underscore the effectiveness of VATs in supporting speaking practice, particularly in low-resource contexts, and offer valuable insights into how digital voice technologies can be integrated into EFL instruction to promote learner independence and engagement.