Replika-AI-Assisted English Flipped Learning: Enhancing EFL Learners’ Willingness to Communicate, Self-Regulation, and Higher-Order Thinking Skills

Authors

DOI:

https://doi.org/10.33394/jollt.v14i3.20043

Keywords:

Flipped classroom, Conversational agent, Willingness to communicate, Self-regulation, Higher-order thinking skills

Abstract

The integration of artificial intelligence (AI) in language learning has created new opportunities to enhance students’ communicative competence and cognitive skills. This study investigated the effectiveness of integrating a flipped classroom approach with a conversational agent (Replika-AI) in improving students’ willingness to communicate (WTC), self-regulation (SR), and higher-order thinking skills (HOTS) in English-speaking learning. This research employed a mixed-method approach with a quasi-experimental design involving two groups of students from the English Language Education Study Program at Universitas PGRI Semarang. The control group implemented a traditional flipped classroom model, whereas the experimental group used a flipped classroom integrated with Replika-AI. Quantitative data were collected using Likert-scale questionnaires measuring WTC, SR, and HOTS and were analyzed using analysis of variance (ANOVA) through SPSS. Qualitative data on students’ speaking performance were analyzed using Brown’s speaking assessment framework and processed with MAXQDA software. The results indicated that students in the experimental group achieved significantly higher scores in all three variables compared to those in the control group. The integration of Replika-AI had a significant impact on students’ willingness to communicate, self-regulation, and higher-order thinking skills. Qualitative findings also revealed improvements in speaking components, including comprehension, vocabulary, fluency, pronunciation, and grammar. Overall, the findings showed that combining a flipped classroom with an AI conversational agent created a more interactive and independent learning environment, which contributed to the improvement in students’ English speaking skills.

Author Biographies

Shella Nabilla, Universitas Persatuan Guru Republik Indonesia Semarang

English Education Department, Faculty of Graduate Studies, Universitas Persatuan Guru Republik Indonesia Semarang (UPGRIS), Semarang City, Central Java, Indonesia

Lusia Maryani Silitonga, Universitas Persatuan Guru Republik Indonesia Semarang

Lusia Maryani Silitonga, PhD. is a Ph.D. graduate from the Department of Technological and Vocational Education at the National Yunlin University of Science and Technology and was a postdoctoral researcher at the same university after graduation.  She is a lecturer and Associate Professor at Pascasarjana, Universitas PGRI Semarang, Indonesia. Her research focuses on using EEG, Game-based Learning in Entrepreneurship Education, AI-based education, and computational thinking skills in Academic Writing.

Wiyaka Wiyaka, Universitas Persatuan Guru Republik Indonesia Semarang

Dr. Wiyaka is a faculty member and Professor of the English Department at Universitas Persatuan Guru Republik Indonesia Semarang (UPGRIS). Besides teaching, he has worked on several research projects funded by the Ministry of Higher Education and other sponsors. His interests in teaching and research include language assessment, reading, and writing. He has published research articles in several journals and authored textbooks on assessments.

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2026-07-17

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Nabilla, S., Silitonga, L. M., & Wiyaka, W. (2026). Replika-AI-Assisted English Flipped Learning: Enhancing EFL Learners’ Willingness to Communicate, Self-Regulation, and Higher-Order Thinking Skills. JOLLT Journal of Languages and Language Teaching, 14(3), 711–726. https://doi.org/10.33394/jollt.v14i3.20043

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Vol. 14 No. 3 (2026): July

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