ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
151
USING MOBILE APPS TO IMPROVE SPEAKING SKILLS IN
SECONDARY SCHOOLS
Artikov Akram Elmurodovich
Master’s Student at Webster University
https://doi.org/10.5281/zenodo.15727249
Abstract
This article explores the practical application of mobile applications in
enhancing speaking skills among secondary school students in Uzbekistan.
Drawing from classroom experience in both urban and rural contexts, the paper
highlights how widely available mobile apps such as SpeakPal, ELSA Speak, BBC
Learning English, Flipgrid, and Google Recorder can improve learners’
pronunciation, fluency, and confidence. The article discusses the pedagogical
advantages of using these tools for personalized learning, peer interaction, and
formative assessment, while also addressing the challenges related to access,
digital literacy, and classroom management.
Keywords
Mobile apps, speaking skills, language learning, secondary education,
Uzbekistan, digital learning, EFL, pronunciation tools
Introduction
Developing speaking skills is a key challenge in EFL (English as a Foreign
Language) contexts, particularly where English is not used outside the
classroom. In Uzbekistan, traditional methods often emphasize grammar and
reading, while speaking is under-practiced. However, the increasing availability
of smartphones and internet access has opened up new opportunities to
integrate mobile apps into English instruction. Based on my own teaching in
Tashkent and Karshi, I have found that carefully chosen apps can significantly
improve students' oral communication skills.
Benefits of Mobile Apps in Developing Speaking
1.
Pronunciation and Accent Training
Apps like ELSA Speak use AI to provide immediate feedback on students’
pronunciation. In my Tashkent classroom, students practiced difficult sounds
and received real-time correction.
2.
Fluency and Repetition Practice
SpeakPal and Mondly offer conversational dialogues. A student from Karshi
improved fluency through daily practice.
3.
Confidence Building Through Recording
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
152
Flipgrid enabled students to record responses to prompts and receive peer
feedback.
Table: Classroom Implementation Examples
App
Skill Focus
How It Was Used in
Class
ELSA Speak
Pronunciation
Targeted phoneme
correction drills
Flipgrid
Fluency & Feedback
Weekly speaking
prompts with peer
feedback
Google Recorder
Self-assessment
Students recorded
and evaluated their
own speaking
BBC Learning
Listening & Imitation Mimicking dialogues
with subtitles
VoiceThread
Speaking in context
Describing photos or
events
Figure: Comparative Effectiveness of Mobile Apps
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
153
Challenges and Solutions
- Unequal device access → Group work or Bring Your Own Device (BYOD)
policies
- Internet connectivity issues → Use apps with offline features
- Limited app familiarity → App training sessions
- Distraction risks → Clear classroom rules and app monitoring
Conclusion
Mobile apps offer a dynamic, interactive way to enhance speaking skills in
secondary schools. They allow for personalized, repeated, and confidence-
building practice, which is often missing in traditional classrooms. While
challenges exist, they are not insurmountable. With proper planning and
scaffolding, mobile tools can empower students to speak more fluently,
confidently, and independently — essential goals in any English language
curriculum.
References:
1.
Godwin-Jones, R. (2011). Emerging technologies: Mobile apps for language
learning. Language Learning & Technology, 15(2), 2–11.
2.
Kukulska-Hulme, A. (2012). Language learning defined by time and place.
In Reinders, H. (Ed.), Digital Mobile Learning.
3.
Stockwell, G. (2010). Using mobile phones for vocabulary activities:
Examining the effect of the platform. Language Learning & Technology, 14(2),
95–110.
4.
Wang, Y., & Vásquez, C. (2012). Web 2.0 and second language learning.
CALICO Journal, 29(3), 412–430.
