The Development of the 1st year EFL Students’ Speaking Skills through the NEARPOD Platform
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Date
2024
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Abstract
This study investigated how the NEARPOD platform improved the speaking abilities of roughly thirty first-year EFL students at a university. Limited practice opportunities, an important fear of errors, coupled with a large lack of confidence, often obstruct many learners' speaking skills. NEARPOD's truly interactive tools make it a really great digital educational platform. These tools importantly increase students' active participation and speaking performance. The study used classroom observation and semi-structured interviews plus thematic analysis to assess NEARPOD's effect on speaking fluency vocabulary use in addition to confidence. The findings show that NEARPOD promotes interactive learning through many real-time feedback mechanisms, collaborative tasks, as well as several structured speaking activities. Many students reported importantly increased motivation, substantially reduced anxiety, along with greatly improved confidence while speaking. The platform's multimedia features, coupled with indispensable teacher guidance, importantly improved the communicative competence of many students. This study reveals important understandings into technology's effect on language learning. NEARPOD importantly improves the speaking skills of many EFL students.
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EFL, speaking skills, NEARPOD, technology-enhanced language learning, fluency, interactive learning, digital tools, pedagogy