Libyan EFL Freshmen’s Perceptions of the ELSA Speak Application for Independent Pronunciation Learning

Abstract

Pronunciation instruction in EFL contexts is often teacher-centered, confined within a limited schedule, reliant on rote memorization and inadequate textbooks, while offering limited individualized feedback and insufficient teacher training. These factors may lead to unintentional neglect and restrict autonomous learning experiences and engagement in oral communication. This study investigated Libyan freshman English majors' perceptions of the ELSA Speak app as an independent learning tool in terms of perceived ease of use, perceived usefulness, behavioral intention to use, and whether it could reduce reliance on teacher feedback. A quantitative descriptive survey design was employed to gather participants' perceptions after a 12-week usage period. The findings revealed that participants intended to adopt the app because they found it useful for their pronunciation development, but they expressed neutral perceptions regarding whether its feedback could reduce reliance on teacher guidance. The study recommends integrating the app within a hybrid learning approach to maximize its potential.