Bulletin of English Language Teaching in Higher Education

The Influence of Using Google Classroom-Based Audio Tasks on Students’ Listening Skill

Septa Aryanika — 2026-06-17

This study investigated the influence of Google Classroom-Based Audio Tasks on students’ listening skills at the eleventh grade of SMAN 1 Sekincau, West Lampung. The study employed a quantitative method using a pre-test and post-test control group design. The participants consisted of 68 students divided into two classes, namely an experimental class and a control class, with 34 students in each class. The experimental class was taught through structured audio tasks distributed via Google Classroom, while the control class received instruction using conventional audio media. The research instrument consisted of listening comprehension tests administered as pre-test and post-test. Prior to the implementation, the instrument was tested for validity and reliability through a try-out test. The collected data were analyzed using descriptive statistics, normality test, homogeneity test, and Independent Sample t-test. The findings revealed that the mean score of the experimental class improved from 46.35 in the pre-test to 68.82 in the post-test, whereas the control class improved from 45.18 to 59.76. Furthermore, the result of the Independent Sample t-test showed that the significance value was 0.001, which was lower than 0.05. Therefore, the alternative hypothesis was accepted, indicating that Google Classroom-Based Audio Tasks had a significant positive effect on students’ listening skills. The findings also suggest that structured digital listening activities can enhance students’ engagement, participation, and flexibility in EFL listening instruction.

English Foreign Language Learners’ Perceptions of Artificially Intelligent as Assisted Tool

Dian Reftyawati — 2026-06-17

This study investigates EFL learners’ perceptions of Character AI as a supportive tool for enhancing reading comprehension. Using a descriptive qualitative design, data were collected from 22 participants through a Likert-scale questionnaire and open-ended responses. The findings reveal generally positive perceptions of Character.AI, particularly in supporting vocabulary development, recognizing important details, and increasing reading engagement and motivation through contextual and narrative-based interactions. However, its effectiveness in assisting learners in identifying main ideas, interpreting implied meanings, and fostering critical thinking shows varied responses, with many participants remaining neutral and a small proportion expressing disagreement. These variations suggest that the benefits of Character AI depend heavily on learners’ reading strategies, individual abilities, and the quality of interaction with the platform. Overall, Character AI serves as a supportive learning tool that can enrich reading experiences and aid specific aspects of comprehension, but it does not independently guarantee improvement in overall reading comprehension skills. Its optimal effectiveness requires complementary reading strategies and appropriate instructional guidance.

Exploring Students’ Views on Utilizing Google Forms for Vocabulary Assessment

Gandi Pramudya — 2026-06-17

This research investigates students’ views of using Google Forms as a means for vocabulary assessment. As an inventive digital tool, Google Forms offers practicability and availability in educational settings. However, its efficiency is closely joined to students’ recognition and experiences. The purpose of this research is to survey how students observe the use of Google Forms for assessing their vocabulary knowledge. A quantitative research design with a survey approach was engaged. Data were collected using a 5-point Likert scale questionnaire distributed to 44 third-semester students enrolled in the English Education Study Program at UIN Raden Intan Lampung. The participants were tied from two classes (Class A and Class G). The collected data were analyzed through descriptive statistics and hypothesis testing using SPSS. The findings denote that students’ views of using Google Forms for vocabulary assessment are highly positive, with an average score of 119.39 (74.61%), categorized as high. Furthermore, the inferential analysis revealed no significant difference in perceptions between male and female students (p = 0.158 > 0.05). PSS version 26 to determine perception trends and gender-based differences. Generally, the research focus on students’ favorable views on Google Forms, following its integration as an effective assessment tool in language learning contexts.

The The Impact of Character AI Application on Students' Speaking Skills

Tri Yani Wahyuningsih — 2026-06-17

English language learning encompasses four essential skills that students are expected to acquire, with speaking standing out as one of the most crucial for effective communication. Speaking itself is a multifaceted process that requires individuals to convey meaning and exchange information through verbal expression. Despite its importance, many students continue to struggle with speaking skills for various reasons, including low self-confidence, limited fluency, and insufficient opportunities to practice spoken English. A preliminary observation at SMK 2 Mei Bandar Lampung revealed that 60 twelfth-grade students demonstrated below-average speaking performance. This study aims to examine whether the Character AI Application has a significant impact on students' speaking skills.This study employed a quantitative approach with a quasi-experimental design. The population consisted of 221 twelfth-grade students at SMK 2 Mei Bandar Lampung in the academic year 2024/2025. A total of 60 students were selected as the sample, divided into two groups: 30 students from XII TBSM 2 (YAMAHA) as the experimental class and 30 students from XII TKR 3 (INDUSTRI) as the control class. Data were collected through oral pre-tests and post-tests administered to both classes, with the experimental class receiving treatment using the Character AI Application while the control class did not. The data were analyzed using SPSS Statistics 20. The independent sample t-test indicated a significance value of 0.000 < 0.05, leading to the rejection of the null hypothesis (H₀) and the acceptance of the alternative hypothesis (Hₐ). These results confirm that the Character AI Application significantly impact students' speaking skills.