Empowering EFL Students with Adaptive Materials: Enhancing Speaking Proficiency and Confidence among Indonesian University Learners
DOI:
https://doi.org/10.31849/p1vcx822Keywords:
Spoken English , Self-confidence, Adaptive learning materials, ADDIE model, Higher educationAbstract
Spoken English proficiency remains a major challenge for Indonesian university students, often constrained by limited communicative practice, speaking anxiety, and a lack of adaptive learning resources. Existing studies recognize the potential of adaptive learning for improving learner autonomy, yet little research has quantified its effectiveness when embedded in textbook design. This study aimed to develop and evaluate adaptive learning materials to strengthen both spoken English perform76ance and self-confidence among EFL students in Indonesian higher education. Using a Research and Development design with the ADDIE model as adapted by Dick and Carey, the study progressed through systematic phases of needs analysis, design, development, implementation, and evaluation. Data were gathered through expert validation, student and lecturer questionnaires, and pre–post performance tests across one-to-one, small group, and large group trials. Quantitative results revealed strong validation scores from experts (87.50% for content and 88.63% for media), high practicality ratings from lecturers (87.50%) and students (86.44%), and significant gains in speaking performance and confidence after implementation. The developed textbook integrated adaptive, student-centered tasks and interactive feedback mechanisms that fostered measurable improvements in both linguistic competence and affective readiness. These findings confirm the viability of adaptive learning-based materials in bridging gaps of traditional instruction. Beyond the Indonesian context, the study demonstrates how culturally responsive adaptive resources can inform EFL pedagogy more broadly, offering scalable strategies for universities seeking to enhance communication skills and learner confidence in global academic and professional arenas.
References
Alamer, A. (2021). The role of motivation and emotion in adaptive language learning: A self-determination theory perspective. Language Learning & Technology, 25(1), 1–15. https://doi.org/10.125/llt.2021.0101
Aljraiwi, S. (2021). The effectiveness of an instructional design based on the ADDIE model in developing e-learning activities. International Journal of Emerging Technologies in Learning, 16(3), 76–91. https://doi.org/10.3991/ijet.v16i03.18903
Al-Samarraie, H., & Saeed, N. (2022). Evaluating the usability of adaptive learning environments in higher education. Education and Information Technologies, 27(2), 1491–1509. https://doi.org/10.1007/s10639-021-10634-z
Bahri, K., & Agustina, N. (2023). Cultural content and intercultural communicative competence in Indonesian EFL textbooks. Tell-Us Journal, 9(3), 746–759. https://doi.org/10.22202/tus.2023.v9i3.7321
Bandura, A. (1997). Self-efficacy: The exercise of control (Vol. 11). Freeman.
Baran, E., Correia, A.-P., & Thompson, A. (2021). Adapting learning design for culturally responsive instruction. Educational Technology Research and Development, 69(1), 231–247. https://doi.org/10.1007/s11423-021-09918-5
Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Pearson.
Habib, A., Husna, N., & Hidayat, D. (2025). Embracing inclusiveness: A discourse analysis of cultural representation in Indonesian EFL textbook. Englisia Journal of Language Education and Humanities, 12(2), 137–146. https://doi.org/10.22373/ej.v12i2.28135
Handayani, R., Fitriana, A., & Lestari, D. (2022). Adaptive mobile applications for enhancing English vocabulary learning. Journal of Educational Technology and Online Learning, 4(2), 88–101.
Harmer, J. (2020). The practice of English language teaching (5th ed.). Pearson Education.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Huang, B., & Hew, K. F. (2023). Implementing adaptive learning in higher education: Learner engagement and instructional strategies. British Journal of Educational Technology, 54(1), 124–142. https://doi.org/10.1111/bjet.13209
Hutchinson, T., & Torres, E. (2021). The textbook as agent of change. ELT Journal, 48(4), 315–328. https://doi.org/10.1093/elt/48.4.315
Kirkpatrick, D., & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. Berrett-Koehler Publishers.
Kose, U., & Arslan, A. (2021). A comprehensive study on adaptive learning systems in e-language education. Education and Information Technologies, 26, 1321–1345. https://doi.org/10.1007/s10639-020-10321-0
Kose, U., & Yildirim, R. (2021). Artificial intelligence-based adaptive learning system for EFL students. Interactive Learning Environments, 29(2), 173–187. https://doi.org/10.1080/10494820.2019.1610445
Li, Z., & Hegelheimer, V. (2022). Adaptive learning and feedback in a mobile EFL speaking app: Effects on fluency and accuracy. Computer Assisted Language Learning, 35(4), 456–475. https://doi.org/10.1080/09588221.2020.1770291
Lie, A. (2021). English education in Indonesia: A policy review. Education Journal, 6(3), 123–130.
MacIntyre, P. D. (2021). Exploring the role of confidence in L2 speaking. Language Teaching Research, 25(3), 395–405. https://doi.org/10.1177/1362168820935352
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2021). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562.
Molenda, M. (2020). In search of the elusive ADDIE model. Performance Improvement, 59(5), 40–43. https://doi.org/10.1002/pfi.21920
Monika, M., & Devi, A. (2022). A systematic review on the effectiveness of metacognitive strategies and multimodal tools in blended learning English language classroom. Theory and Practice in Language Studies, 12(11), 2239–2252. https://doi.org/10.17507/tpls.1211.03
Morales, R., & Limpot, M. (2023). A structural relationship model of communicative competence. Asian Journal of Education and Social Studies, 47(1), 26–42. https://doi.org/10.9734/ajess/2023/v47i11014
Muttaqin, S., & Chuang, H. (2023). English for specific purposes, english proficiency, and academic achievement in english-medium instruction: a mediation analysis. In KNE Social Sciences. https://doi.org/10.18502/kss.v8i7.13259
Nakatani, Y. (2021a). A longitudinal study of the development of self-efficacy in an English-speaking course. Language Teaching Research, 25(2), 199–219. https://doi.org/10.1177/1362168820910183
Nguyen, L. T., Barton, S. M., & Nguyen, H. T. M. (2020). Adaptive learning in English-speaking practice: Reducing anxiety and increasing engagement. TESL-EJ, 24(1), 1–17.
Oktavianti, I., Prayogi, I. B., & Pertiwi, R. (2020). An analysis of conversations in curriculum-based EFL textbooks for senior high school in Indonesia and the comparison with corpus-based English textbooks. Universal Journal of Educational Research, 8(9), 4151–4162. https://doi.org/10.13189/ujer.2020.080941
Park, Y., & Kim, H. (2022). Effects of adaptive speaking module on Korean EFL learners’ performance and self-confidence. Computer Assisted Language Learning, 35(8), 1032–1054. https://doi.org/10.1080/09588221.2020.1816337
Putri, R., & Mahmud, M. (2023). Enhancing EFL learners’ speaking confidence through individualized feedback. TEFLIN Journal, 34(1), 23–40.
Rayla, A., & Sonsona, R. (2023). Developing speaking skills teaching material for Filipino senior high school students based on ADDIE model. JEE (Journal of English Education), 9(1), 98–110. https://doi.org/10.30606/jee.v9i1.1838
Reinders, H., & Benson, P. (2020). Supporting learner autonomy in adaptive language learning. Language Learning & Technology, 24(2), 1–10. https://doi.org/10.125/llt.2020.0201
Riansih, R. (2025). Unlocking interaction: A deep dive into meta-discourse in Indonesian and international EFL and ESL textbooks for senior high school. JOALL (Journal of Applied Linguistics and Literature), 10(2), 367–391. https://doi.org/10.33369/joall.v10i2.41244
Richards, J. C., & Reppen, R. (2020). Teaching English for academic purposes: Personalizing learning through speaking. Cambridge University Press.
Rifiyanti, H., & Dewi, D. (2023). English as a medium of instruction (EMI) in learning practice: Perspectives and strategies of educators. Tamaddun, 22(2), 183–192. https://doi.org/10.33096/tamaddun.v22i2.551
Simbolon, N. (2021). English medium instruction (EMI) practice: Higher education internationalization in Indonesia. Englisia: Journal of Language Education and Humanities, 8(2), 72–82. https://doi.org/10.22373/ej.v8i2.8961
Su, Y., & Chu, X. (2024). Study on the causes and effects of foreign language learning anxiety among Chinese college students. TSSEHR, 6, 63–70. https://doi.org/10.62051/0p9tra44
Suparman, U., Marlina, L., & Firmansyah, R. (2022). An investigation of Indonesian EFL learners' speaking anxiety and confidence. Indonesian Journal of Applied Linguistics, 12(2), 278–289.
Suryani, L., & Wahyuni, F. (2022). Speaking anxiety and oral performance among Indonesian university students. Asian EFL Journal, 29(4), 112–130.
Tuan, N. H., & Mai, T. N. (2022). Factors affecting students’ speaking performance at Le Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8–23.
Ulya, M., Basthomi, Y., & Febrianti, Y. (2025). Revisiting inclusivity and cultural representation of disability within EFL textbook in Indonesia. Abjadia International Journal of Education, 10(1), 46–57. https://doi.org/10.18860/abj.v10i1.29963
Umirzakova, Z., & Kadyrova, G. (2025). Scaffolding strategy in the context of CLIL in teaching the Russian language. Iasaýı Ýnıversıtetіnіń Habarshysy, 135(1), 332–348. https://doi.org/10.47526/2025-1/2664-0686.168
Wahyuni, D., Ramadhan, F., & Nasution, A. (2023). EFL learners' speaking anxiety in Indonesian higher education. Asian Journal of Second and Foreign Language Education, 8(1), 45–57.
Wang, Y., & Derakhshan, A. (2023). Teacher confirmation and caring as predictors of Chinese and Iranian EFL students’ willingness to attend EFL classes. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (39), 165–192. https://doi.org/10.30827/portalin.vi39.23625
Widodo, H. P. (2021). Textbook analysis on college English reading materials: The case of speaking tasks. TEFLIN Journal, 18(2), 109–122.
Winarni, E., & Koto, I. (2022). Pengembangan bahan ajar digital berbasis pendekatan kontekstual dengan materi hubungan antar komponen ekosistem dan jaring-jaring makanan di lingkungan sekitar. Jurnal Pembelajaran Dan Pengajaran Pendidikan Dasar, 5(2), 295–305. https://doi.org/10.33369/dikdas.v5i2.20208
Yanuar, R., Tandiana, S., Abdullah, F., Hidayati, A., Andriani, A., & Saputra, Y. (2021). Representing intersemiosis in an English language teaching textbook: A systemic functional multimodal discourse approach. KJ, 2(1), 18–34. https://doi.org/10.30598/koli.2.1.18-34
Zhao, X. (2023). Adaptive speaking practice in digital language learning: Opportunities and challenges. Computer Assisted Language Learning, 36(1), 72–90. https://doi.org/10.1080/09588221.2022.2048265
Μακρογιάννη, Τ., & Κούρτη-Καζούλλη, Β. (2024). Νέοι εκπαιδευτικοί, νέες συνθήκες και νέα εργαλεία για την εκπαίδευση παιδιών με μεταναστευτικό και προσφυγικό υπόβαθρο [New teachers, new conditions and new tools for the education of children with a migrant and refugee background]. Παιδαγωγικά Ρεύματα Στο Αιγαίο, 13(1). https://doi.org/10.12681/revmata.37700
Downloads
Published
Issue
Section
License
- Author retains the copyright and grants Elsya Journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- The author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
Elsya Journal is licensed under 