Abstract
One of the common challenges facing practitioners is the critical speaking fluency of EFL learners. Many students find immense challenges in communicating their ideas, let alone finding the appropriate and practical modalities to communicate authentically outside the classroom walls and measuring it. This paper aims at exploring the impact of educational technology on students’ oral fluency. To gauge the intended impact, a quantitative method is used. Educational technology is used as an independent variable with an insightful historical overview of the term, whereas oral fluency, the dependent variable, is narrowed down into measurable descriptors. The findings of this study inform the literature with the importance of the implementation of educational (instructional) technology into refining the teaching practices via an empirical evidence on the one hand and improving the speaking (oral) skills by the affordances supplied by the app and software designed for testing the validity of the data. This paper is concluded with some limitations and recommendations to open more horizons for action research and investigate the debated topic under study.
Highlights
One of the common challenges facing practitioners listed below are chronologically reflecting the heated is the critical speaking fluency of EFL learners
The SRM (Speech Rate Meter) software is used to measure the impact of educational technology (Flipgrid app as an element of the digitized project) on the oral fluency of students considering the basic descriptors action research and investigate the debated topic under study. as embodied in the section of results
The first section of this paper provides a historical background of the terms under study
Summary
Same construct has been redefined several times by the AECT (Association for Educational Communications and Technology) and many other writers. Educational technology after revising the previous one: In 1972, the AECT considered the critique “Instructional technology is the theory and practice of accompanied the publication of the definition of 1963 to design, development, utilization, management, and come up with the following revised definition: evaluation of processes and resources for learning. The concept of instructional technology was involved in the solution of problems where learning is purposive and controlled” (AECT, 1977, as cited in specify whether educational technology was a theory or Januszewski & Persichetti, p.276). This terms implemented in the previous definitions on the process resulted in two teams Those who favor the one hand and the label shift from instructional technology-approach in the classroom context with technology to educational technology still denotes that some skepticism and those who do not favor the this area of study is still in need of theoretical implementation for subjective reasons. Cautious Advocates Clifford (1986) highlights the merits of Computer-Assisted Language Instruction (CALI) in the well-designed programs, the assistance for reticent students, motivational benefits, etc. he d) Research Questions
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