THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING (TBLT) ENHANCED BY GEMINI AI ON EFL STUDENTS’ SPEAKING SKILLS AND THEIR PERCEPTIONS: A SEQUENTIAL EXPLANATORY MIXED-METHODS STUDY AT UIN SALATIGA

Fatin, Manar Abdurra'uf (2025) THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING (TBLT) ENHANCED BY GEMINI AI ON EFL STUDENTS’ SPEAKING SKILLS AND THEIR PERCEPTIONS: A SEQUENTIAL EXPLANATORY MIXED-METHODS STUDY AT UIN SALATIGA. Other thesis, IAIN SALATIGA.

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	Text -THE EFFECTIVENESS OF TASK-BASED LANGUAGE TEACHING (TBLT) ENHANCED BY GEMINI AI ON EFL STUDENTS’ SPEAKING SKILLS AND THEIR PERCEPTIONS A SEQUENTIAL EXPLANATORY MIXED-METHODS STUDY AT UIN SALATIGA.pdf Download (1MB)

Abstract

This study addresses the persistent challenge of limited English-speaking competence among EFL learners in Indonesia, particularly at the tertiary level, where students often lack fluency, confidence, and opportunities for authentic communication. These issues are significant in the current digital era, where global communication and technological literacy are essential. To bridge this gap, the research aims to examine the effectiveness of Task-Based Language Teaching (TBLT) enhanced by Gemini AI in improving students’ speaking performance and to explore their perceptions toward AI-assisted instruction. Employing a Sequential Explanatory Mixed-Methods design, the study involved 66 first-semester students of the English Education Department at UIN Salatiga, divided into an experimental group (TBLT + Gemini AI) and a control group (traditional TBLT). Quantitative data were collected through pre- and post-speaking tests assessed on fluency, grammar, vocabulary, and pronunciation, while qualitative data were obtained from semi-structured interviews. Statistical analysis revealed a significant improvement in the experimental group’s post-test scores (p < 0.05), indicating that Gemini AI effectively enhanced students’ speaking accuracy and fluency. Qualitative findings supported these results, showing that students perceived Gemini AI as a motivating, flexible, and interactive learning partner that fostered autonomy and reduced anxiety. The study concludes that integrating AI technology within the TBLT framework promotes learner-centered, communicative, and technology-driven language learning. These findings have pedagogical implications for developing innovative AI-assisted curricula in EFL contexts.

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