Muthmainnah Muthmainnah, Nur Aeni, Aco Nasir, Tariq Elyas, Samantha Curle, Luis Cardoso
Obstacles to communication practice in English as a Foreign Language (EFL) classrooms are often experienced due to a lack of access to authentic, life-related learning materials, fear of peer assessment, culturally unfamiliar textbook content, and exam-related pressures. These situations often inhibit students’ willingness to speak and reduce ongoing engagement. In response to these issues, this study aims to explore whether Robotic Assisted Language Learning (RALL) supported by maritime-themed teaching materials can help improve students’ communicative interactions in a culturally relevant context. Respondents were students randomly selected from six junior high schools in Polewali Mandar, West Sulawesi, Indonesia. The schools were purposively selected based on the following three criteria: (a) coastal or semi-coastal areas, (b) implementation of the national EFL curriculum by the Ministry of Education, and (c) school availability to conduct technology-based classroom observations. Following this purposive sampling, classes within each school were randomly selected, and students who met the inclusion criteria (aged 13–14, in 7th grade) were invited to participate. A total of 238 students participated in the study. Mixed-methods design was used, with quantitative and qualitative data collection, with analysis occurring in parallel, and integrated during interpretation. Data sources included a 20-item Likert-scale survey to measure learner readiness, perceived usefulness, and affective responses to RALL, as well as semi-structured interviews inquiring about students’ lived experiences. Results indicated a strong learner preference for the use of AI-powered tools, thematically including ChatGPT, Duolingo, ELSA Speak, and Cici Bot. Quantitative findings consistently reflected positive perceptions and stable response patterns, while qualitative findings described how RALL reduced anxiety levels, encouraged repeated practice, and provided a safer and less stressful environment for communication. The results of this study have practical implications for the development of context-relevant, sustainable EFL instruction that enhances engagement, which does not rely solely on traditional, textbook-based acquisition. © 2026, University of Southeastern Philippines. All rights reserved.
Teacher Training and Education Faculty, Universitas Al Asyariah Mandar, Sulawesi Barat, Mandar, Indonesia; Faculty of Languages and Literature, Universitas Negeri Makassar, South Sulawesi, Makassar, Indonesia; Department of Modern Languages and Literature, King Abdulaziz University, Jeddah, Saudi Arabia; Chinese Culture and Science Institute, King Abdulaziz University, Jeddah, Saudi Arabia; Queen’s University Belfast, Northern Ireland, Belfast, United Kingdom; Department of Education, University of Bath, England, Bath, United Kingdom; English Language and Literature Department, Khazar University, Baku, Azerbaijan; Department of Languages and Communication Sciences, Polytechnic Institute of Portalegre, Portalegre, Portugal
