UNDERGRADUATE EFL STUDENTS' VOICES OF AI-ENHANCED PREZI FOR ACADEMIC PRESENTATIONS

Dila Charisma; Finita Dewi; Fitri Aprianti; Ainun Rameyza Elya

doi:10.24235/eltecho.v11i1.24653

Authors

Dila Charisma Universitas Muhammadiyah Cirebon https://orcid.org/0009-0009-2200-2166
Finita Dewi Universitas Pendidikan Indonesia https://orcid.org/0000-0002-9135-7253
Fitri Aprianti Universitas Muhammadiyah Cirebon https://orcid.org/0000-0002-0825-5679
Ainun Rameyza Elya Universitas Muhammadiyah Cirebon

DOI:

https://doi.org/10.24235/eltecho.v11i1.24653

Keywords:

AI-enhanced presentation , EFL learners, Oral presentation, Prezi, Students' perceptions

Abstract

The rapid integration of artificial intelligence (AI) into educational technologies has transformed how English as a Foreign Language (EFL) students prepare and deliver academic presentations. Although Prezi has gained recognition for its AI-assisted design and interactive presentation features, limited research has explored how undergraduate EFL students perceive its combined AI and video capabilities in supporting oral presentation skills within higher education. This study aimed to investigate students’ perceptions of using Prezi as an AI-enhanced presentation tool for academic speaking tasks. A qualitative research design was employed involving 27 undergraduate students enrolled in an English Education program at a Muhammadiyah university in West Java, Indonesia. Participants were selected through purposive sampling based on their experience using both Prezi and Prezi Video in an Educational Technology course. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings revealed five major themes: initial adaptation to the platform, perceived benefits of AI-assisted design, enhanced organization and speaking fluency, increased presentation confidence through visual support, and challenges related to internet dependency and platform usability. Overall, participants perceived Prezi as a valuable tool that facilitates academic presentation, language development, and digital communication competence despite several technical constraints. These findings suggest that integrating AI-enhanced presentation tools into EFL instruction can promote more engaging and effective speaking practices when accompanied by adequate technological infrastructure and pedagogical guidance.

Author Biographies

Dila Charisma, Universitas Muhammadiyah Cirebon

Dila Charisma, M.Pd. is a lecturer in the English Education Department at Universitas Muhammadiyah Cirebon and currently pursuing doctoral studies in English Language Education. Her academic and research interests focus on Information and Communication Technology (ICT) in English Language Teaching (ELT), digital literacy in ELT, literature, teacher professional development, and educational technology integration
Finita Dewi, Universitas Pendidikan Indonesia

Dr. Finita Dewi, S.S., M.A. is an Associate Professor in the English Language Education Program at Universitas Pendidikan Indonesia (UPI). Her research interests include Technology-Enhanced Language Learning (TELL), Computer-Assisted Language Learning (CALL), digital pedagogy, multiliteracies, and artificial intelligence in English language teaching. She has published widely and actively contributes to teacher professional development and educational technology initiatives.
Fitri Aprianti, Universitas Muhammadiyah Cirebon

Fitri Aprianti, M.Pd. is a lecturer and researcher in English Language Education at Universitas Muhammadiyah Cirebon. Her research focuses on language assessment, formative assessment, critical classroom discourse, educational technology, teacher education, and English language teaching. She has extensive experience in teacher professional development programs, curriculum implementation, and educational quality assurance initiatives. Her current research investigates the role of critical classroom discourse as a formative assessment practice and explores digital portfolio-based assessment in higher education.
Ainun Rameyza Elya, Universitas Muhammadiyah Cirebon

Ainun Rameyza Elya is the fourth student of English education department of Universitas Muhammadiyah Cirebon.

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