European International Journal of Pedagogics
40
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
40-45
DOI
3
OPEN ACCESS
SUBMITED
17 May 2025
ACCEPTED
13 June 2025
PUBLISHED
15 July 2025
VOLUME
Vol.05 Issue07 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Pedagogical Approaches
and Effective Digital Tools
to Develop Speaking Skills
of ESP Learners
Zulaykho Pardayeva
Associate professor, Ajou University, Uzbekistan
Abstract:
This article is more about integrating
digitalization into English classes to enhance speaking
skills of ESP learners, and this concern is discussed as an
important pedagogical problem. This paper indicates
more about the impact of digital tools to improve
English language, specifically, speaking skills. In this
work, challenges while ESP students are learning English
to develop their communication skills for their own
purposes, and proper ways and theoretical approaches
to get engaged in learning faster and in productive ways
are stated clearly.
Keywords:
Digitalization, English classes, speaking skills,
communication,
Flipgrid,
pedagogy,
problems,
challenges, digital tools, technology, professors,
students, ESP (English for specific problems),
Technology-Enhanced Speaking Development (TESD),
virtual reality (VR), ADEPT (Assistive Design for English
Phonetic Tools), Technology Acceptance Model (TAM),
CALL
(Computer-Assisted
Language
Learning),
development, ELSA Speak, Google scholar, approaches,
traditional, alternative, methods.
Introduction:
In today's world, digital technologies are
deeply penetrating all areas of education. This is
especially true in the field of foreign language learning
and teaching in ESP (English for specific purposes),
where modern tools make the process more efficient,
engaging, and accessible. The influence of digital
technologies is particularly significant in the acquisition
and development of students' language skills. Among
these skills, speaking or oral communication is
considered a crucial and somewhat complex aspect of
foreign language learning.
As Bygate (2009) points out, among four main language
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European International Journal of Pedagogics
skills (reading, writing, speaking, and listening),
speaking remains the most difficult to master in second
language acquisition. Speaking is a "productive skill" a
skill that produces language output, which makes it
especially important to enhance it rapidly and
effectively
through
digital
technologies.
This
represents one of the key current challenges in
pedagogy.
According to Shahini and Shahamirian (2017), the
development of oral (speaking) skills in second
language, learning through digital technologies is a
widely discussed academic issue. Students who aim to
learn a foreign language often seek methods and
approaches to improve their speaking skills in
interesting, fast, and effective ways (Liao, 2009). This
pursuit encourages the advancement of technologies
designed to enhance oral communication (Alrasheedi,
2020).
Acquiring speaking skills is recognized as a highly
complex process. It requires deep knowledge, the
development and refinement of cognitive frameworks,
and the coordination of complex cognitive operations
(Alimohamadi & Poordaryiaenejad, 2015; Umaira,
2020). Considering the importance of learning oral
communication in a foreign language and the
difficulties involved, analyzing and exploring the
necessary
and
effective
activities,
methods,
techniques, and resources has become one of the most
pressing educational tasks today.
Since the early 2000s, researchers have been
developing the concept of Technology-Enhanced
Speaking Development (TESD) to improve speaking
skills through technological tools (Shadiev & Yang,
2020). In earlier times, learners typically practiced oral
language skills by interacting with teachers who were
speakers (Pitura, 2022). However, traditional methods
of the past lacked access to digital capabilities.
Modern digital technologies now enable students to
learn foreign languages almost as if they were
acquiring their native language. These technologies
allow them to make effective use of educational
materials, create and upload their own video content
into digital systems, and engage in learning in a more
interactive and motivating way. Students are thereby
encouraged to complete assigned tasks more quickly,
easily, and with greater interest
—
especially since
today's youth are adept at using various gadgets and
mobile applications. This approach significantly
accelerates and enhances the development of oral
proficiency in a foreign language (Blake, 2016; Payne,
2020).
Researchers
investigating
Technology-Enhanced
Speaking Development (TESD) have not only
conducted numerous observational and practice-based
studies but have also carried out meta-analyses,
reviews, and syntheses (Blake, 2016; Payne, 2020).
However, only a limited portion of this div of research
has
placed
the
concept of
improving
oral
communication skills through digital technologies as a
distinct and systematically central focus. Therefore, a
comprehensive analysis of TESD applications can help
clearly determine the role of available technological
tools in the development of speaking proficiency,
ultimately assisting learners in selecting the most
appropriate resources.
Research findings also indicate that different types of
tasks exert varying effects on the enhancement of the
second language speaking skills (Chau, 2021), which
suggests that educators must make well-informed
choices when selecting activities for TESD. Moreover,
the outcomes of TESD-focused studies still remain
underexplored in many respects. While certain scholars,
such as Blake (2016) and others, have highlighted the
overall positive impacts of TESD, some
—
such as Lim et
al. (2022)
—
have expressed more critical perspectives.
A thorough analysis of the existing empirical studies on
the digital enhancement of speaking skills is essential for
addressing these conflicting viewpoints. Such an
analysis would also help reinforce confidence in the use
of TESD technologies among both academic and
practical stakeholders. As previously emphasized,
engaging in communication in a second language is a
cognitively demanding activity. It involves both top-
down processes those that rely on prior knowledge and
existing language skills
—
and bottom-up processing,
which requires understanding meaning through
individual sounds and words (Corps & Rabagliati, 2020;
Thio, 2005; Al-Mahrooqi & Tuzlukova, 2011). As a result,
the design of speaking tasks must take this complexity
into
account.
Well-planned
and
pedagogically
structured exercises can provide students with
meaningful input and output opportunities. By working
with a variety of texts ranging from formal discourse to
informal conversation learners can develop greater
linguistic efficiency and expand their vocabulary for
practical use.
At the same time, several challenges remain in relation
to L2 speaking skills. Individual identity factors such as
learners’ age, native language, and motivation can
significantly influence pronunciation in oral language
production during the process of second language
acquisition (Derwing & Munro, 2005). While attention
to pronunciation is undoubtedly an essential
component of speaking skills, it is equally important to
consider other key characteristics of speech production,
such as fluency (Derwing & Munro, 2005).
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Moreover, the assessment of speaking skills continues
to be a pressing issue. Although alternative assessment
approaches such as group discussions are increasingly
viewed as effective and preferable, research in this
area is still insufficient. Traditional assessment systems
often suffer from inconsistencies among evaluators,
undermining reliability (Thio, 2005; Al-Mahrooqi &
Tuzlukova, 2011). In this context, technology offers
innovative and effective opportunities for second
language learning. Computer-assisted assessments of
speaking skills can serve as valuable tools for
placement and diagnostic evaluation (Thio, 2005).
Future research in L2 speaking should focus on the
effectiveness of technology-based activities, the
impact of task design on fluency development, and the
role of oral language tasks in vocabulary expansion. As
studies in this area continue to deepen, L2 speaking
exercises are becoming more engaging, efficient, and
beneficial for learners, contributing significantly to the
development
of
spontaneous
speech
and
conversational abilities.
Numerous scholars have conducted pedagogical
research in this domain. For instance, Lys (2013)
demonstrated in one of her studies the effectiveness
of conversation-based lessons conducted using iPads
in improving L2 oral communication skills. The
activities involving iPads aligned with a learner-
centered pedagogical model, as opposed to a teacher-
centered one, incorporating acquisition strategies and
cognitive schemas. Additionally, iPads enabled
students to record and analyze conversations,
providing access to modern and user-friendly learning
strategies. This study illustrates how technology can
create a supportive learning environment that
encourages learners to actively apply their acquired
knowledge, thereby promoting deeper and more
autonomous engagement in the language learning
process.
Chen (2022) highlights that virtual reality (VR)
technologies have the potential to reduce public
speaking anxiety (PSA) during English conversations. In
fact, VR may be even more effective in alleviating
speaking-related anxiety compared to mobile-based
learning
environments.
Moreover,
because
technology-based activities are perceived as engaging
and enjoyable by students, they can help mitigate
individual differences in anxiety levels, offering
support to learners who may experience various
psychological barriers. This aligns with the broader
pedagogical idea of integrating prior knowledge
(cognitive schemas) and guided methodologies into a
technology-enhanced instructional model.
González and Hardison (2022), in their study,
demonstrated the effectiveness of improving oral
speech using a multimodal pronunciation tool called
ADEPT (Assistive Design for English Phonetic Tools). This
model is based on a synthesis of learning strategies and
cognitive schemas, presenting learners with various
forms of the International Phonetic Alphabet (IPA)
—
including visual, auditory, and tactile modes. This
multimodal delivery activates learners’ existing
phonetic knowledge. The tool’s web
-based platform
provides annotated feedback and written explanations
that guide learners in creating personalized action plans
to address weaknesses in their speech production.
Similarly, Jaramillo Cherrez and Nadolny (2023)
showcased the effectiveness of asynchronous video
conversations in supporting English speaking skills
through technology. Their mixed-method study
identified a strong relationship between the use of
video-based
speaking
tasks,
improved
speech
performance, and increased preparedness for
communication. This research also supports the
paradigm of aligning instructional processes with
cognitive schema theory. During practice, learners often
revisit
prior
topic-related
knowledge
and
simultaneously develop interactive speaking strategies
such as question formation and conversational turn-
taking.
Furthermore, Zou (2023) employed the Technology
Acceptance Model (TAM) to assess learners’ readiness
to engage with technology-based English-speaking
tools. The findings indicate that students who perceived
AI-based speaking assessment systems as useful and
enjoyable were more likely to adopt and engage with
them. When learners consider a technology both
beneficial and interesting, they are more likely to
activate their linguistic knowledge and skills, and to
design personalized learning plans aimed at improving
weaker areas identified through technological
feedback.
Metruk (2024) focuses on the potential of mobile-
assisted language learning in developing second
language pronunciation. According to a review of
existing studies, mobile applications have had a positive
effect on learners’ attitudes and pronunciation skills.
This aligns with models that integrate cognitive
foundations and instructional methodologies. Mobile
apps provide students with quick access to
pronunciation resources such as images and audio files
which assist in the recall of previously learned phonetic
elements. These apps often include interactive
exercises and feedback systems, which encourage
students to develop targeted learning strategies, such
as recording their own speech and comparing it with
native pronunciation to enhance phonetic accuracy. The
study reveals that mobile technologies foster improved
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European International Journal of Pedagogics
pronunciation through active interaction with sounds
and accessible learning tools.
In many institutions where English is taught as a
foreign language, students continue to face challenges
in developing spontaneous and confident speaking
abilities. These challenges often stem from limited
opportunities for real communication, insufficient
practical exercises, and fear of making mistakes. Digital
technologies have emerged as viable solutions,
offering
learners
interactive,
learner-centered
environments where they can practice communication
in a low-pressure, engaging context. Applications
equipped with real-time speech recognition, AI-driven
pronunciation feedback, and virtual conversational
agents (chatbots) offer immediate responses, multiple
pathways for autonomous learning, and simulate real-
life speaking situations. This level of integration
enhances learners’ mot
ivation and builds their
confidence to speak fluently in a foreign language.
As Godwin-
Jones (2018) emphasizes, “Digital tools
create a safe space for learners to test their oral
language, express their ideas, and gradually develop
communicative competence without the fear of being
evaluated.” Thus, the use of digital speaking tools in
foreign language education is no longer optional
—
it
has become a pedagogical necessity in the age of
global communication and hybrid learning.
Research findings underscore those speaking skills,
being a central component of communication, are
highly influenced by the digital transformation in
education. Foreign languages are not merely systems
of grammatical structures, but rather tools of
interaction and cultural exchange, playing a vital role
in interpersonal communication, reflecting customs,
traditions, and cultural heritage. In the era of
globalization and technological advancement, English
in particular has become the dominant language in
international communication, science, business,
entrepreneurship, and information technology.
Speaking skills remain a fundamental mode of
communication for English language learners, yet
effectively developing this skill continues to present
many challenges. Therefore, the integration of digital
technologies into education to enhance oral
proficiency is a highly relevant and urgent issue. As
Murodova (2021) notes, “When digital technologies
are integrated into the language learning process,
students demonstrate significant improvements
across all aspects of speech activity listening,
comprehension, pronunciation, and spontaneous
speaking.”
Today, the goal of language education extends beyond
the mere transmission of knowledge. It involves
fostering active participation, independent thinking,
and communicative competence among learners.
Speaking skills are at the core of these objectives.
Speaking represents the most dynamic and essential
mode of language use in foreign language acquisition
and is closely tied to other linguistic components such
as pronunciation, grammatical accuracy, vocabulary,
and communicative etiquette. According to Goh (2007),
“Speaking is a highly complex process that involves
negotiation of meaning and interaction, requiring both
fluency and accuracy under time pressu
re.” Knowledge
acquired through reading and listening must ultimately
be expressed through oral language to be fully
internalized and practiced.
However, traditional teaching methods have historically
neglected speaking practice, leading to slower
development of oral proficiency. As Xodjayev (2019)
states, “When speaking skills are acquired, learners can
express their thoughts fluently and independently.” In
this context, modern technologies including interactive
platforms, multimedia-based materials, AI tools, virtual
environments, and mobile applications enable learners
to practice speaking in authentic communicative
settings, record and analyze their spoken outputs, and
engage more deeply with the learning content.
Digital technologies make language acquisition more
engaging, interactive, and effective, particularly in the
context of speaking. They allow learners to
independently complete audio-based conversation
tasks, receive instant AI-generated feedback, and
analyze their performance in real time. This process
leads to the automatic improvement of spoken
language proficiency. As noted by Kumar and Singh
(2020) in The Journal of Education and Technology,
“Mobile applications such as Duolingo or Google
Speech-to-Text support real-time development of
speak
ing ability by analyzing the user's pronunciation.”
Despite the increasing opportunities for using digital
technologies in foreign language education, several
pedagogical challenges persist. These issues include:
1. Lack of digital literacy and critical use of technology:
The ability to use digital tools effectively does not simply
refer to using technology for access, but rather, to using
it purposefully, pedagogically, and critically to achieve
meaningful learning outcomes. The absence of this
competence stems from several key issues:
o
Low technological proficiency
: While many
teachers and students are capable of performing basic
technical operations (e.g., turning on a computer or
using a projector), they often lack the ability to integrate
these tools into the teaching process in interactive,
communicative, and reflective ways.
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European International Journal of Pedagogics
o
Misalignment
with
pedagogical
goals
:
Teachers and learners frequently select digital
platforms and applications based on superficial
features like visual appeal or ease of use, rather than
on their alignment with educational goals. However,
the ideal tools should activate learners, promote
analysis, and provide constructive feedback.
o
Passive usage habits
: Digital devices are often
used for browsing information or watching videos,
rather than for interactive functions such as expressing
ideas, communicating with others, recording one's
own voice, or self-assessment.
o
Lack of methodological guidance
: Due to the
incomplete implementation of digital education, there
is a lack of structured guidelines on how to use these
tools effectively in class. Teachers and students often
don’t know which tools to use for specific language
skills or how to apply them for meaningful feedback.
o
Absence of instructional strategies
: Each
digital tool requires tailored pedagogical strategies,
such as gamification, blended learning, chat-based
speaking, or audio-analysis.
2. Outdated methodological approaches
: Many
educational institutions still rely on traditional
teaching methods, where the teacher remains the
central figure and students are passive recipients of
information. This approach limits students' active
participation, critical thinking, and creativity. As
Soliyev
(2019)
notes,
such
teacher-centered
instruction suppresses student engagement. Instead,
modern teaching requires interactive methods, digital
integration, and a focus on independent thought.
As Karimova (2021) argues, digital tools can transform
learners from passive recipients into active creators of
knowledge. While traditional methods have historical
value, they often fall short of meeting the needs of
21st-century education. Thus, it is essential for
educators to update their pedagogical outlook,
embrace innovation, and adopt digitally informed
didactic strategies (Abdullaeva, 2022).
3. Low digital competency among educators
: The
increasing use of digital tools in education imposes
new responsibilities on teachers. Yet, many still lack
the necessary digital competence to use modern
technologies effectively. As Tursunov (2021) highlights,
this negatively impacts classroom productivity. Digital
competence encompasses the ability to integrate ICT
tools into education, use technology meaningfully, and
guide learners in developing digital literacy.
Surveys in Uzbekistan indicate that most teachers
possess only basic ICT knowledge and struggle with
apps, platforms, virtual classrooms, and multimedia
systems. Over 60% of educators cannot independently
operate essential online teaching tools (Yuldasheva,
2022). As Omonova (2021) points out, ICT is not
optional
—
it is integral to modern education, and
teachers lacking these skills face difficulties engaging
with digital-native learners.
4. Inability to align digital tools with language
pedagogy
: The effective use of mobile apps and
educational technology is not only a technical matter
but also a pedagogical and linguistic one. Teachers must
be able to match digital resources with instructional
goals, present content clearly, and ensure contextual
appropriateness. As Sodiqova (2021) stresses, it is not
enough to use technology
—
it must be used with
pedagogical purpose and linguistic clarity. Educators
who possess this synthesis of digital skill and
pedagogical language become digital mentors, not just
instructors.
As Hockly and Dudeney (2014) emphasize:
“Technology is not a miracle solution its effectiveness
depends on how it is integrated into pedagogy with
clear communicative goals.”
Hence, improving speaking skills through digital
technologies is not only a technological challenge, but a
critical pedagogical concern that requires systematic
academic inquiry. Research in this area not only
enhances language acquisition but also prepares
digitally competent learners for a future shaped by
technology.
Furthermore, today’s students’ members of the digital
generation expect learning to be interactive, visual, and
responsive. Developing speaking skills via digital
platforms increases learner motivation and aligns with
pedagogical trends. As Richards and Rodgers (2001) and
Warschauer (2004) suggest, digitizing communicative
language teaching creates new opportunities for
teacher development and professional growth.
However, in many developing countries, limited access
to quality digital devices, stable internet, and licensed
platforms remains a major obstacle to implementing
digital language learning on a wide scale (Kukulska-
Hulme, 2020).
To address these issues, educators are increasingly
using AI-powered platforms (e.g., Duolingo, ELSA Speak,
Mondly), virtual classrooms (e.g., Zoom, Google Meet),
and intelligent feedback systems to support speaking
skills. As Godwin-Jones (2018) notes:
“Digital tools provide instant feedback, foster
autonomous
learning,
and
simulate
real-life
communication key factors in developing L2 speaking
skills.”
Examples of Effective Tools:
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•
ELSA Speak
: Analyzes learners' pronunciation
using phonetic models and provides real-time
corrections (Akhmad & Munawir, 2022).
•
Liulishuo and Mondly
: AI-based platforms that
directly assess learners’ spoken output and adapt
content accordingly.
•
Flipgrid
: Enables oral discussions and
reflections through video responses.
•
Google Speech-to-Text: Offers real-time
transcriptions and highlights pronunciation errors.
•
VR & AR Technologies
: Allow learners to
interact in near-authentic environments. A 2023
Cambridge University study reported a 31% reduction
in speaking errors after VR-based training.
•
AI Transcription & Feedback
: Tools like Google
Speech-to-Text and Duolingo AI convert speech into
text, detect errors in grammar, vocabulary, and
pronunciation, and provide instant corrective
feedback.
Theoretical Foundations:
•
Sociocultural Theory (Vygotsky, 1978) and
Communicative Approach (Canale & Swain, 1980)
form the core of digital language teaching frameworks.
•
CALL
(Computer-Assisted Language Learning)
and ICALL (Intelligent CALL) systems, driven by AI, have
shown significant benefits in oral proficiency
development (Woo & Choi, 2021).
These insights suggest that integrating digital
technologies into L2 speaking instruction is both
effective and necessary. Learners not only show
greater engagement and improved outcomes but also
develop
autonomy
and
confidence
in
oral
communication.
Digitally
enhanced
speaking
instruction fosters educational equity, interactive
learning
environments,
and
positive
learner
experiences, making it a transformative force in
modern language pedagogy.
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