The Effectiveness of Using Technology on Students' Speaking Skills in an ESL Traditional Classroom

Abstract

This investigation scrutinizes the influence of utilizing blended learning model, or makes use of both direct instruction and online learning in an ESL classroom. A random sample of 60 college students majoring in English was selected randomly and divided into two groups: Experimental group (Ex.) 30, and Controlled group (Conc.) 30. Pre-and post- speaking tests were administrated to both groups. Moreover, 15 English language teachers are called on to be included in this inquiry. Furthermore, interviews were conducted to check the participants' attitude towards this teaching strategy. The findings of inspection revealed that (Ex.) outperformed (Cont.G) in the post-test achievement. Further, this examination uncovers that incorporating melded learning model comes up with superb results among ESL students. Additionally, it demonstrates that such a system leads to learner autonomy and high-powered instruction. This exploration comes to conclude that integrating appropriate technology as an assertive method in classroom is of paramount importance to promote language skills' quality in a virtual learning environment.