Integrating the Cake Application for Speaking Improvement: A Study on Challenges and Opportunities for Pre-Service English Teachers

Abstract

This study was conducted to explore the challenges and opportunities faced by pre-service English teachers in integrating the use of the Cake application into English language learning, which are often faced by pre-service English teachers in improving their speaking skills. This study focused on a qualitative design with data collection through semi-structured interviews conducted by three pre-service English teachers who are already accustomed to and actively use the Cake application to improve their speaking skills. This study employed thematic analysis. The rationale for this analytical method is that it facilitates grouping themes. By using themes from analytical domains, challenges and opportunities emerge iteratively and are validly recognized. After going through the analysis stages, three themes were identified, related to the challenge domains of Cake application integration. These three themes include 1) technical and accessibility barriers, 2) pedagogical limitations, and 3) motivational issues. However, the use of Cake also contributed three very helpful and valuable learning opportunities, such as 1) access to authentic multimodal input, 2) self-directed and flexible learning, and 3) increased fluency and confidence. From this, it can be understood that speaking skills are a substantial advantage derived from using this application. This indirectly indicates that using this application opens up opportunities for English language learning, particularly in speaking skills. Nevertheless, it is important to note that its presence inevitably poses challenges that can hinder optimal learning outcomes. This is certainly influenced by both internal and external factors. Therefore, its implementation must be balanced, including technical skills, student participation, and content presentation associations, all of which are carried out to ensure the accuracy of learning is in line with expectations. It is understandable that this study teaches balance. This is because it demonstrates that learning through applications shouldn't be complacent but should remain focused on the purpose of the activity. Therefore, through this research, future researchers are expected to be able to further explore the use of the Cake application, not only for standalone use but also for direct application in a broader context, namely in the EFL classroom.