A vocabulary deficit negatively affects students’ language performance. Emotions such as speaking anxiety and language enjoyment in the English as a Foreign Language (EFL) classroom can affect students’ achievements as well. We investigated the effects of two Automatic Speech Recognition (ASR)-based websites, I Love Indonesia (ILI) and NovoLearning (NOVO), on students’ vocabulary knowledge, speaking anxiety, and language enjoyment. A total of 232 secondary school students in Indonesia participated in our quasi-experimental study. They were divided into three groups: two experimental groups received ASR-based intervention (ILI, NOVO), and a control group attended regular classes. Findings revealed that the students from the two experimental groups (ILI and NOVO) significantly outperformed those of the control group: both websites successfully increased the students’ knowledge of the targeted vocabulary (40 words), reduced the students’ level of speaking anxiety, and stimulated the students’ language enjoyment. Additionally, we interviewed 12 of these students and three English teachers. These qualitative outcomes corroborate the quantitative conclusions. Future studies should investigate further benefits of ASR-based websites on speaking skills, especially for long term effects, with in-depth evaluations, as this would help teachers to optimally design and adapt these systems for foreign language learning.

词汇量不足会对学生的语言表现产生负面影响。在英语作为外语（EFL）教室中的口语焦虑和语言享受等情绪也会影响学生的成绩。我们调查了两个基于自动语音识别（ASR）的网站（我爱印尼（ILI）和NovoLearning）的影响（NOVO），有关学生的词汇知识，口语焦虑和语言享受。印度尼西亚共有232名中学生参加了我们的准实验研究。他们分为三组：两个实验组接受了基于ASR的干预（ILI，NOVO），而对照组则参加了常规课程。调查结果显示，两个实验组（ILI和NOVO）的学生的成绩明显优于对照组：两个网站都成功地提高了学生对目标词汇的了解（40个单词），降低了学生的口语焦虑水平，并且激发了学生的语言享受。此外，我们采访了其中12名学生和3名英语老师。这些定性结果证实了定​​量结论。