Simulated Job Interview Research Articles

Speaking Competence of Grade 11 Students in using English as Second Language

English language is accepted as the universal language. This makes speaking competence in the English language a requisite to almost all professions. Speaking competence in the second language is one of the areas needing improvement amongst senior high school students in the Philippines. This study aimed to investigate the influence of some personal factors, speaking anxiety and linguistic competence to student’s speaking competence in the second language. The Second Language Classroom Anxiety Scale was used to measure student’s anxiety towards the use of English as a second language. Job interview simulation is also used involving selected Grade 11 students. Results showed that majority of the students are specialized in non-STEM strand whose parents are not college degree holders. These students demonstrated an average level of speaking anxiety reflecting the tendency to show low self- confidence when asked to speak using the English language yet unprepared for the conversation. Same students also showed remarkably low levels of linguistic competence in terms of grammar, comprehension, and vocabulary. Further analysis showed that linguistic competence significantly influenced student’s speaking competence in the job interview. Findings were used as bases for the development of an intervention program.

Virtual reality interview with feedback framework for situational practice of gaze among autistic adults

BackgroundAutistic individuals commonly seek employment; however, only a small fraction are in the workforce. In part, this might be due to mismatches between their social patterns of attention and gaze, and society’s normative expectations during interviews. MethodTo help mitigate such disadvantages through a solo situational practice tool, we present a framework that consists of a virtual reality (VR) based job interview simulation and a coaching component. Employing data visualization, video modeling, and VR role-play of the targeted behavior, the coaching support could be done in a self-deliverable practice manner. A participatory design session with two autistic design partners was important in the co-creation of the feedback methods, making them easier to understand, and including positive reinforcement. ResultsFourteen autistic individuals used the VR job interview simulation tool. Eleven received the gaze analysis and support stage and participated in a second VR simulation session. Preliminary results were positive, in that participant scores on average eye contact duration, average time without eye contact, and percentage of eye contact while listening and while speaking generally approached the corresponding medians of the non-autistic reference dataset. Participants were surveyed about the utility of the tool after the second feedback session and two months later. All survey respondents perceived the tool to be useful and the provided feedback to be helpful in daily social interactions. ConclusionsThis study provides insights towards the development of a VR job interview simulation and feedback framework that can enable solo situational practice of gaze and common interview questions.

Beyond the resume: HR students’ evaluations of interview performances by first and second language speakers

PurposeHigh-stakes decision-makers, including human resource (HR) professionals, often exhibit accent biases against second language speakers in professional evaluations. We extend this work by investigating how HR students evaluate simulated job interview performances in English by first and second language speakers of English.Design/methodology/approachEighty HR students from Calgary and Montreal evaluated the employability of first language (L1) Arabic, English, and Tagalog candidates applying for two positions (nurse, teacher) at four points in the interview (after reading the applicant’s resume, hearing their self-introduction, and listening to each of two responses to interview questions). Candidates’ responses additionally varied in the extent to which they meaningfully answered the interview questions.FindingsStudents from both cities provided similar evaluations, employability ratings were similar for both advertised positions, and high-quality responses elicited consistently high ratings while evaluations for low-quality responses declined over time. All speakers were evaluated similarly based on their resumes and self-introductions, regardless of their language background. However, evaluations diverged for interview responses, where L1 Arabic and Tagalog speakers were considered more employable than L1 English speakers. Importantly, students’ preference for L1 Arabic and Tagalog candidates over L1 English candidates was magnified when those candidates provided low-quality interview responses.Originality/valueResults suggest that even in the absence of dedicated equity, diversity, and inclusion (EDI) training focusing on language and accent bias, HR students may be aware of second language speakers’ potential disadvantages in the workplace, rewarding them in the current evaluations. Findings also highlight the potential influence of contextual factors on HR students’ decision-making.

Off-camera gaze decreases evaluation scores in a simulated online job interview

During the pandemic, digital communication became paramount. Due to the discrepancy between the placement of the camera and the screen in typical smartphones, tablets and laptops, mutual eye contact cannot be made in standard video communication. Although the positive effect of eye contact in traditional communication has been well-documented, its role in virtual contexts remains less explored. In this study, we conducted experiments to gauge the impact of gaze direction during a simulated online job interview. Twelve university students were recruited as interviewees. The interview consisted of two recording sessions where they delivered the same prepared speech: in the first session, they faced the camera, and in the second, they directed their gaze towards the screen. Based on the recorded videos, we created three stimuli: one where the interviewee’s gaze was directed at the camera (CAM), one where the interviewee’s gaze was skewed downward (SKW), and a voice-only stimulus without camera recordings (VO). Thirty-eight full-time workers participated in the study and evaluated the stimuli. The results revealed that the SKW condition garnered significantly less favorable evaluations than the CAM condition and the VO condition. Moreover, a secondary analysis indicated a potential gender bias in evaluations: the female evaluators evaluated the interviewees of SKW condition more harshly than the male evaluators did, and the difference in some evaluation criteria between the CAM and SKW conditions was larger for the female interviewees than for the male interviewees. Our findings emphasize the significance of gaze direction and potential gender biases in online interactions.

The relationship between executive function, age of L2 acquisition and speech disfluencies in bilinguals

Disfluencies signal errors in speech processes. Research in typically fluent monolinguals indicates a correlation between disfluencies and specific executive function (EF), including cognitive flexibility, inhibitory control, working memory (WM), and attention. However, these relationships have not been systematically explored in bilinguals. This study investigates the relationship between these EF components, age of language acquisition and disfluencies in bilinguals. Two types of disfluencies were examined: stalling, where articulation is delayed until the speech plan is ready, and advancing, that is, the articulation of incomplete speech plans. A total of 120 English speech samples based on simulated job interviews from 20 typically fluent adult Spanish-English bilinguals were transcribed and coded for disfluencies. The Wechsler Adult Intelligence Scale Digit span was used to measure cognitive flexibility/inhibitory control, and the Delis-Kaplan Executive Function Color-Word Interference Test was used to assess WM/attention. Findings indicate correlations between stalling disfluencies and cognitive flexibility/inhibitory control, advancing disfluencies and WM/attention, and age of acquisition and both stalling and advancing disfluencies.

Stress Detection of Autistic Adults during Simulated Job Interviews Using a Novel Physiological Dataset and Machine Learning

The interview process has been identified as one of the major barriers to employment of autistic individuals, which contributes to the staggering rate of under and unemployment of autistic adults. Decreasing stress during the interview has been shown to improve interview performance. However, in order to effectively provide insights on stress to both interviewees and interviewers, it is necessary to first effectively measure stress. This work explores physiological stress detection through wearable sensing as a means of obtaining quantitative stress measures from young autistic adults undergoing a virtual simulated interview using supervised machine learning techniques. Several supervised learning models were explored and it was found that Elastic Net Regression had the best accuracy with individual models with an accuracy of 84.8% while Support Vector Regression models evaluated with leave-one-out cross validation had a group accuracy of 75.4%. The predictions from the stress model were used with data visualization techniques in order to provide insights on the interview process from both a group and individual viewpoint, showing that stress trends can be found and evaluated using the stress model. This work also addresses a major gap in physiological stress detection literature by presenting a novel dataset of physiological data and ground truth labels for 15 autistic young adults undergoing a simulated interview.

Analysis of Gaze, Head Orientation, and Joint Attention in Autism With Triadic VR Interviews.

Effective use of gaze and head orientation can strengthen the sense of inclusion in multi-party interactions, including job interviews. Not making significant eye contact with the interlocutors, or not turning towards them, may be interpreted as disinterest, which could worsen job interview outcomes. This study aims to support the situational solo practice of gaze behavior and head orientation using a triadic (three-way) virtual reality (VR) job interview simulation. The system lets users encounter common interview questions and see how they share attention among the interviewers based on their conversational role (speaking or listening). Given the yaw and position readings of the VR headset, we use a machine learning-based approach to analyze head orientations relative to the interviewers in the virtual environment, and achieve low angular error in a low complexity way. We examine the degree to which interviewer backchannels trigger attention shifts or behavioral mirroring and investigate the social modulation of gaze and head orientation for autistic and non-autistic individuals. In both speaking and listening roles, the autistic participants gazed at, and oriented towards the two virtual interviewers less often, and they displayed less behavioral mirroring (mirroring the head turn of one avatar towards another) compared to the non-autistic participants.

The legacy of social anxiety-linked negative expectancy: A pathway from pre-event negative expectancies to post-event negative thinking

Background and objectivesFollowing engagement in a social event people with heightened vulnerability to social anxiety report elevated levels of negative thinking about the event, and this post-event negative thinking is implicated in the maintenance of social anxiety vulnerability. It has also been established that heightened social anxiety vulnerability is associated with disproportionately negative expectations of upcoming social events. However, contribution of social anxiety-linked pre-event negative expectancy to post-event negative thinking has not been directly investigated. The objective of the present study was to test the hypothesis that the relationship between social anxiety vulnerability and post-event negative thinking is mediated by pre-event negative expectancies that drive increased state anxiety at the time of encountering the event. MethodsOne-hundred and ten participants who varied in social anxiety vulnerability completed a simulated job interview. Participants reported negativity of expectancies before the event, state anxiety experienced at the time of encountering the event, and post-event negative thinking across the seven days following the event. ResultsAnalyses revealed elevated social anxiety predicted increased negative post-event thinking. The association between social anxiety and post-event negative thinking was fully mediated by a mediation pathway involving pre-event negative expectancies and state anxiety at the time of encountering the interview event. LimitationsThe study used a laboratory-based social experience, and conclusions could usefully be tested in the context of natural social events. ConclusionsThe findings suggest that social anxiety-linked variation in pre-event negative expectancy may contribute to post-event negative thinking following a social event via its impact on state anxiety.

Investigating of Speaking Anxiety through Job Interview Simulation for High School Level Students at Thammislam Foundation School, Nonthaburi, Thailand

The purpose of this study journal is to look at the numerous element factors that influence English speaking anxiety among language learners. The study uses qualitative approaches such as interview to examine the factors of Speaking anxiety using a Job interview simulation for the students. The outcomes of this study will help language learners have a better understanding of English language acquisition and will provide effective ways for dealing with their anxiety. Speaking anxiety is a widespread and significant problem that affects language learners all over the world. It also investigates the negative impacts of speaking anxiety on students' oral proficiency, fluency, and communicative competence. Finally, it offers ways for reducing speaking anxiety and creating supportive learning settings that enhance learners' confidence and skill in speaking the target language for educators and language practitioners. Understanding and dealing with speaking anxiety are important elements in maximizing language learning experiences and improving learners' communication.

Addressing Emotions and Beliefs for Vulnerable Jobseekers with Virtual Reality

Virtual reality (VR) technologies have been shown to impact the affective and motivational dimensions of learning, for example increasing learners’ enjoyment, confidence, and self-efficacy beliefs. While VR is increasingly being used for workforce development, research on these dimensions of learning in authentic workforce development contexts remains thin. This mixed-method case study addressed the need for more research on VR’s affordances for engaging affective dimensions of learning. We investigated the impact of a job interview VR simulation on the emotions, confidence, and self-efficacy beliefs of jobseekers who have been impacted by the criminal justice system. By observing the implementation of this application in an authentic workforce development context, we also addressed questions about how VR use and facilitation vary among participants. We find compelling evidence that a VR job interview simulation tailored to the experiences of people impacted by the criminal justice system can alleviate some of the emotional toll the job search takes on this vulnerable population, but we did not find evidence of changes in their self-efficacy beliefs. We discuss ways participants described the simulation as authentic practice, and how its facilitation and use varied, emphasizing the importance of VR design as a tool within a broader instructional context.

Developing Dataset Management of Speech Recognition Based Automatic English-Speaking Skill Testing System

Speech recognition technology has been widely used to aid English language testing, such as for pronunciation and speaking practice for various use cases including job interview simulation. We developed an app, powered by speech recognition technology and regex text processing, that automatically score participants’ speaking performance. However, this application lacks dataset management for the speaking test maker to manage the indicators of accepted answers. A feature to effectively manage the dataset and efficiently ease the speaking test creation is needed. This paper presents the development of dataset management feature to support the speech recognition based automatic English-speaking skill testing system. All elements that support the feature in development were tested through Blackbox testing with various scenarios. The elements were proven to work as intended to support the existing system. The new feature has brought efficiency for the English-speaking test maker.

“We Will Let You Know”: An Assessment of Digital vs. Face-to-Face Job Interviews via EEG Connectivity Analysis

We focused on job interviews as critical examples of complex social interaction in organizational contexts. We aimed at investigating the effect of face-to-face vs. computer-mediated interaction, of role (candidate, recruiter), and of the interview phase (introductory, attitudinal, technical, conclusive) on intra-brain and inter-brain connectivity measures and autonomic synchronization. Twenty expert recruiters and potential candidates took part in a hyperscanning investigation. Namely, electroencephalography (delta, theta, alpha, beta bands) and autonomic (skin-conductance, heart-rate) data were collected in candidate-recruiter dyads during a simulated job interview and then concurrently analyzed. Analyses highlighted a link between face-to-face condition and greater intra-/inter-brain connectivity indices in delta and theta bands. Furthermore, intra-brain and inter-brain connectivity measures were higher for delta and theta bands in the final interview phases compared to the first ones. Consistently, autonomic synchronization was higher during the final interview phases, specifically in the face-to-face condition. Finally, recruiters showed higher intra-brain connectivity in the delta range over frontal and temporoparietal areas, while candidates showed higher intra-brain connectivity in the theta range over frontal areas. Findings highlight the value of hyperscanning investigations in exploring social attunement in professional contexts and hint at their potential to foster neuroscience-informed practices in human resource management processes.

Product Innovation: Job Hunting Guru Application for Students’ Self Assessment

The DUE50032 Communicative English III course is one of the required courses for all polytechnic students. Topic 2: Job Hunting Mechanics is the specific topic (in the course) emphasised in the creation of this innovation material. This innovative material, Job Hunting Guru, was created to aid course lecturers in ensuring that the assessment (coursework) for job hunting mechanics is conducted properly and evenly to all students. The usage of smartphone applications has become a widespread channel utilised in all forms of training, as well as one of the key themes in the construction of polytechnic educational systems. It can convey helpful and vital content while also serving as one of the delivery materials in integrated teaching and learning sessions or online. It is strengthened further by increasing student involvement in smartphone application usage and encouraging active learning sessions through the combination of smartphone application and polytechnic system-provided e-learning platform. Course reviewers will learn how to hunt for a job, prepare for a job interview, and analyse rubrics for simulated suitable employment by comparing students as a reference point in this Job Hunting Guru Application. When students must achieve specific criteria in order to pass a job interview simulation assessment, this standard-based assessment approach is acceptable. Furthermore, this application provides as an additional guidance and reference for pupils when performing self-assessment.

Does Ego Depletion Elicit Stronger Cues of Deception?

Abstract Lying is cognitively demanding and presumably requires self-regulation. According to ego depletion theory, a task that requires self-regulation should therefore impair an individual’s ability to tell a convincing lie in a later task. Consequently, it was hypothesized that a manipulation of ego depletion would enhance behavioral differences between liars and truth-tellers. To manipulate ego depletion, participants worked (vs. did not work) on a task in which they had to suppress dominant responses while copying a text. Subsequently, they talked in a simulated job interview about a job they had previously held (vs. not held). In the sample of 164 participants, there was no evidence to support the hypothesis; the expected Ego Depletion x Veracity interaction was not significant for any of the 15 behavioral cues coded in the videotaped interviews. Although the main effect of ego depletion was significant at the multivariate level for the first of two parts of the interview, none of the univariate main effects reached the significance level corrected for multiple testing. Bayesian analyses rendered moderate to strong evidence in favor of the null hypothesis. Possible implications of the results are discussed, also those related to ego depletion theory.

Mempersiapkan Dokumen Lamaran Kerja Dan Wawancara Kerja Bagi Siswa-Siswi Sekolah Menengah Kejuruan

The Training with the topic of Preparing Job Application Documents and Job Interview for Vocational High School Students played important role for the graduated students empowered by Bulir Padi to apply for job and get jobs according to their competencies. Due to the Covid-19 pandemic the training was carried out using zoom application. It was on July, 14, 2020. The training was presented by the team of FEB UAJ. The methods used in the process were lecturing, simulation and discussion. The material in the first session was Motivation. Session two was themed with How To Compose A Professional Curriculum Vitae, and the third session was Tips for Successfully Facing Job Interviews. The evaluation showed that although the training was in short it fairly succeeded in developing more confidence of the participants to prepare themselves to enter the world of work. This was shown by numerous students who asked questions, gave comments and were engaged during job interview simulation session.

Getting credit for proactivity? The effects of gender

AbstractWith our research, we contribute to the research on proactive work behavior in two ways. First, we examine a person's gender as a boundary condition for proactive behavior at work. Based on social role theory, we argue that women are less likely to receive credit for showing personal initiative (PI) than men. Second, we examine agency and communion as underlying mechanisms that translate PI into a person's evaluation and drive backlash effects. The hypotheses were tested in two complementary experimental studies (Study 1; N = 114, Study 2: N = 163) using simulated job interviews. Our results show that PI relates to better evaluations (likeability, perceived competence, performance evaluations, expected success and hireability) of the job applicant and that these effects are mediated by agency and communion. Further, we find backlash effects for women high in agency and men high in communion on likeability (Study 2). The implications of these results for organizations and future research are discussed.

Barriers to Employment: Raters' Perceptions of Male Autistic and Non-Autistic Candidates During a Simulated Job Interview and the Impact of Diagnostic Disclosure.

Autistic individuals face low rates of engagement in the labor force. There is evidence that job interviews pose a significant barrier to autistic people entering the workforce. In this experimental study, we investigated the impact of diagnostic disclosure on decisions concerning candidate suitability during job interviews. Participants (n = 357; 59% female) from the general population rated 10 second "thin slices" of simulated job interviews of one male autistic and one male non-autistic candidate. In a between-subjects design, autism diagnostic disclosure was manipulated (None, Brief, and Detailed), so that neither ("None" condition) or both ("Brief" and "Detailed" conditions) candidates were labeled as autistic before the simulated interview (with additional information provided about autism in the "Detailed" condition). Results for 255 non-autistic raters (57.6% female) were analyzed. Participants gave more favorable ratings of first impressions, employability, and endorsement for candidates labeled as autistic, irrespective of the actual diagnostic status (i.e., autistic and non-autistic) of the individual. Participants rated non-autistic candidates more favorably on all employment measures (first impressions, employability, and endorsement), and "hired" non-autistic candidates more frequently, compared with autistic candidates. Providing additional information about autism did not result in improved ratings. However, the discrepancy between autistic and non-autistic people chosen for "hire" was reduced when more information was provided. Although we found some support for the benefits of diagnostic disclosure during a simulated interview, these benefits were not restricted to autistic candidates and may be a positive bias associated with the diagnostic label. Contrary to our predictions, providing information about autism in addition to the diagnostic label did not have an overall impact on results. More research is required to determine whether benefits outweigh any risks of disclosure for autistic job candidates, and whether training interviewers about autism might improve employment outcomes for autistic job seekers. Why was this study done?: Job interviews seem to be a barrier to employment for autistic people. This is problematic, as job interviews are typically a part of the job application process.What was the purpose of this study?: We wanted to explore how non-autistic people perceive male autistic job candidates, and how this compares with male non-autistic candidates. We also wanted investigate whether disclosing that the candidate was autistic changed the raters' judgments of candidates, and if these judgments improved if more information about autism and employment was provided.What did the researchers do?: We showed 357 non-autistic participants short video snippets (∼10 seconds) of two "job candidates" (people who had completed a simulated job interview). Each participant was shown one video of an autistic job candidate, and one video of a non-autistic job candidate. Participants rated the candidates on two scales (employability and first impressions). After watching both videos, they chose which of the two candidates they would "hire" and gave an endorsement rating for each.Participants were in one of three conditions. Participants in the first condition ("None") were not given information about autism before watching the two videos. Participants in the second condition ("Brief") were told that both of the candidates were autistic. Participants in the third condition ("Detailed") were told that both candidates were autistic and were also provided with information about autism and the workplace. We told raters in the Brief and Detailed conditions that both the autistic and non-autistic candidate were autistic to explore if the diagnostic label influenced raters' perceptions of candidates separately to the actual diagnostic status of candidates.What were the results of the study?: Overall, the participants rated non-autistic candidates more favorably compared with autistic candidates. Participants gave more favorable job interview ratings for candidates when they were labeled as autistic, showing the autism label made a difference to how raters perceived candidates. Participants given information about autism and employment did not rate the candidates any higher than those in other two conditions, but they did "hire" more autistic candidates than the other participants.What do these findings add to what was already known?: The findings of this study provide some support that diagnostic disclosure may improve perceptions of autistic candidates (by non-autistic people) at job interview. Providing information about autism and the workplace in addition to disclosure may also provide some benefit, but more data are needed.What are potential weaknesses in the study?: Our findings may not reflect real-world settings. Further studies are also needed that include people of other genders. Given the small number of stimuli videos, and the many differences between autistic people, the less favorable ratings of autistic people should be interpreted with caution.How will these findings help autistic adults now or in the future?: The results of this study provide some evidence that there may be some benefit of disclosing an autism diagnosis during a job interview to non-autistic people. However, diagnostic disclosure is a complex and personal choice.

Disfluencies in English Speech Produced by Spanish-English Bilinguals

Background: Fluency and disfluency exist on a continuum of speech production.Typically fluent speakers produce varying numbers of disfluencies; this number increases in stressful or cognitively demanding situations. Prior research indicates that adult second language learners produce more disfluencies in their weaker, second language, however, this has not been explored among heritage bilinguals who developed in both languages during childhood. There is a lack of foundational knowledge regarding disfluencies among typically fluent adult bilinguals; typical fluency patterns are likely influenced by bidirectional relationships between languages. These patterns may be viewed as disfluencies by listeners who generally perceive disfluencies unfavorably. Objectives: The current study explores the quantity and types of disfluencies produced by bilinguals. Methods: Twenty Spanish-English bilinguals took part in a simulated job interview. Responses were transcribed and the total number and percent of disfluencies were calculated. Results: The findings indicated that typically fluent Spanish-English bilingual adults produce 6.99 typical (nonstuttered) disfluencies per 100 words and are therefore within the range of normative data on monolingual adults (5.1–10.99 per 100 words). The 2 most common disfluencies were superfluous verbal behaviors and pauses. Conclusions: The findings revealed that typically fluent Spanish-English bilingual adult participants produced more fixed postures than previously reported among monolingual English speakers.

Design and evaluation of postural interactions between users and a listening virtual agent during a simulated job interview

AbstractPostural interaction is of major importance during job interviews. While several prototypes enable users to rehearse for public speaking tasks and job interviews, few of these prototypes support subtle bodily interactions between the user and a virtual agent playing the role of an interviewer. The design of our system is informed by a multimodal corpus that was previously collected. In this paper, we explain how we were inspired by these video recordings of human interviewers to build a library of motion‐captured movements that interviewers are most likely to display. We designed a fully automatic interactive virtual agent able to display these movements in response to the bodily movements of the user. Thirty‐two participants presented themselves to this virtual agent during a simulated job interview. We focused on the self‐presentation task of the job interview, the virtual agent being listening. Participants stood on a force platform that recorded the displacements of their center of pressure to assess the postural impact of our design. We also collected video recordings of their movements and computed the contraction index and the quantity of motion of their bodies. We explain the different hypotheses that we made concerning (1) the comparison between the performance of participants with human interviewers and the performance of participants with virtual interviewers, (2) the comparison between mirror and random postural behaviors displayed by a female versus a male virtual interviewer, and (3) the correlation between the participants' performance and their personality traits. Our results suggest that users perceive the simulated self‐presentation task with the virtual interviewer as threatening and as difficult as the presentation task with the human interviewers. Furthermore, when users interact with a virtual interviewer that mirrors their postures, these users perceive the interviewer as being affiliative. Finally, a correlation analysis showed that personality traits had a significant relation to the postural behaviors and performance of the users during their presentation.

Design of Web Virtual Reality for Job Interview Preparation Simulation

The implementation of Virtual Reality (VR) in education is a breakthrough in using technology to support the teaching-learning system. This study will provide more knowledge about the use of VR in English classes. Students can practice answering interview questions in their own place, as often as they need. Students also can practice answering interview questions. This research is use VR technology in a web platform for job interview simulation cases. In the early stages, the evaluation to review the use of VR technology that running on low-specification smartphones (Low-Cost Device), which require a lower internet connection. The WebVR and React 360 libraries were used to develop the virtual environments and JavaScript for the language. The Web Speech API was used to convert the test into conversations by taking questions from the web service on the Moodle learning platform that was connected to PostgreSQL. The first test methods were the web application performance, then followed by Alpha Testing, a validation test by media and material experts. Than it continued in Beta Testing where a product test by 15 English class students participants. The data collection technique used a questionnaire that has to be answered by the participants. The validity and reliability tests were carried out for product usage test. The results obtained from the assessment of media experts and participant provide an assessment score of 83.10 from the experts and 77.58 from the users. The average score obtained is 80.34 which is included in the feasible category. Therefore, this learning media is ready to be used to support learning in English class.