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THE ROLE OF FLIPGRID, CANVA, JAMBOARD, AND TED TALKS IN
DEVELOPING ORAL SPEECH COMPETENCE IN ENGLISH LANGUAGE
TEACHING
Sh. Kh. Yusupaliye a,
Senio eache , O ien al Uni e si y
Abs ac . This pape in es iga es he e ec i eness o in eg a ing digi al ools
such as Flipg id, Can a, Jamboa d, and TED Talks in enhancing o al speech
compe ence among English language lea ne s. The s udy emphasizes
me hodological app oaches ha combine ESP (English o Speci ic Pu poses) and
CLIL (Con en and Language In eg a ed Lea ning) amewo ks wi h in e ac i e
echnologies o os e lea ne sʼ communica i e, c i ical, and c ea i e skills. Findings
demons a e ha he pu pose ul use o hese pla o ms signi ican ly imp o es
lea ne sʼ p onuncia ion accu acy, luency, and abili y o apply p o essional
e minology in eal communica i e con ex s.
Keywo ds: o al speech compe ence, Flipg id, Can a, Jamboa d, TED Talks,
ESP, CLIL, digi al echnologies
The globaliza ion o educa ion and he g owing demand o enginee s wi h
s ong communica i e skills in English equi e inno a i e eaching me hods. O al
speech compe ence is pa icula ly signi ican o p o essional de elopmen , as i
equips s uden s wi h he abili y o pa icipa e in in e na ional con e ences, p ojec s,
and collabo a i e en i onmen s. T adi ional me hods o language eaching o en ail
o ensu e su icien speaking p ac ice and lea ne au onomy. The e o e, he
in eg a ion o digi al ools such as Flipg id, Can a, Jamboa d, and TED Talks has
eme ged as a p omising app oach o s imula e ac i e lea ning, enhance
communica i e compe ence, and c ea e a lea ne -cen e ed en i onmen .
The esea ch was conduc ed wi h unde g adua e enginee ing s uden s, applying
a combina ion o ESP and CLIL me hodologies. The expe imen al g oup ecei ed
ins uc ion supplemen ed by Flipg id, s uden s eco ded and sha ed sho ideo
esponses, p ac iced sel -co ec ion, and engaged in pee eedback[2]. Can a is sed
o c ea ing isual pos e s and p esen a ions o suppo o al p ojec s and
collabo a i e lea ning. Jamboa d as well, acili a ed b ains o ming, g oup
discussions, and in e ac i e asks ha equi ed ac i e speaking pa icipa ion.
P o ided TED Talks au hen ic inpu and models o luen speech, exposing
s uden s o di e se accen s and eal-li e communica i e con ex s. Fu he mo e, he
in eg a ion o digi al ools demons a ed p onuncia ion accu acy and g amma ical
co ec ness imp o ed due o sel - eco ding and eedback ia Flipg id[1]. S uden sʼ
luency and con idence inc eased as hey p esen ed p ojec s using Can a and
engaged in in e ac i e Jamboa d asks. The use o TED Talks expanded s uden sʼ
ocabula y and enhanced hei abili y o a gue and s uc u e ideas logically.
The indings indica e ha in eg a ing Flipg id, Can a, Jamboa d, and TED
Talks os e s no only o al compe ence bu also so skills such as eamwo k, c i ical
hinking, and c ea i i y. Unlike adi ional ins uc ion, hese pla o ms p o ide
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lea ne s wi h oppo uni ies o p ac ice speech in au hen ic and collabo a i e
con ex s[4]. Fu he mo e, digi al echnologies enhance lea ne mo i a ion,
au onomy, and engagemen . This p o es ha me hodological app oaches en iched
wi h digi al ools can se e as an e ec i e model o English language eaching,
pa icula ly in echnical educa ion whe e p o essional communica ion skills a e
essen ial.
The s udy con i ms ha he in eg a ion o digi al ools such as Flipg id, Can a,
Jamboa d, and TED Talks in o English language eaching c ea es a powe ul
syne gy be ween me hodological app oaches (ESP and CLIL) and in e ac i e
echnologies. This syne gy subs an ially enhances he de elopmen o o al speech
compe ence among lea ne s, pa icula ly enginee ing s uden s who equi e ad anced
communica i e skills o hei u u e p o essional p ac ice.
The esea ch demons a es ha p onuncia ion accu acy, g amma ical
co ec ness, and luency a e posi i ely a ec ed by sys ema ic use o Flipg id, which
p o ides oppo uni ies o sel - eco ding, sel -analysis, and pee eedback. Second,
Can a p o es o be an e ec i e ool o os e ing c ea i i y and collabo a ion
h ough isually suppo ed o al asks, while Jamboa d s imula es b ains o ming,
in e ac i e discussions, and g oup-based speaking ac i i ies[3]. Thi d, exposu e o
au hen ic language inpu h ough TED Talks de elops no only lea ne sʼ ocabula y
bu also hei abili y o s uc u e a gumen s, adop he o ical s a egies, and engage
wi h di e se communica i e con ex s.
The ou comes o he expe imen show ha he p oposed model s eng hens no
only linguis ic compe ence bu also so skills essen ial in he 21s cen u y — such
as eamwo k, c i ical hinking, p oblem-sol ing, and c ea i i y. Compa ed wi h
adi ional eaching, which o en emphasizes ecep i e skills and limi ed o al
p ac ice, he digi al in eg a ion app oach p o ides lea ne s wi h a s uden -cen e ed,
p ac ice-o ien ed, and mo i a ing en i onmen ha eplica es eal-li e p o essional
communica ion[5]. Thus, he esea ch has bo h heo e ical alue — in deepening he
me hodological amewo k o CLIL and ESP in o eign language eaching — and
p ac ical signi icance, as i o e s a ep oducible didac ic model ha can be adap ed
o a ious highe educa ion con ex s[7].
In a b oade sense, he in eg a ion o hese digi al ools ep esen s a pedagogical
inno a ion aligned wi h he demands o globaliza ion, digi al ans o ma ion o
educa ion, and he need o enginee ing g adua es who a e linguis ically compe en ,
communica i ely con iden , and p o essionally compe i i e[6]. The model is
lexible enough o be implemen ed no only in enginee ing p og ams bu also ac oss
di e en academic disciplines whe e o al communica ion in English is essen ial.
In conclusion, he esea ch con i ms ha a sys ema ic in eg a ion o Flipg id,
Can a, Jamboa d, and TED Talks in o English language eaching is a scien i ically
g ounded and pedagogically e ec i e app oach[5]. I en iches he me hodology o
eaching o al communica ion, con ibu es o he mode niza ion o echnical
educa ion, and add esses he global challenge o p epa ing s uden s o ac i e
pa icipa ion in in e na ional academic and p o essional communi ies.
268
Re e ences
1. Mehis o, P., Ma sh, D., & F igols, M. J. (2008). Unco e ing CLIL: Con en
and Language In eg a ed Lea ning in Bilingual and Mul ilingual Educa ion.
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2. Nunan, D. (2004). Task-Based Language Teaching. Camb idge Uni e si y
P ess.
3. Sa ignon, S. J. (2002). In e p e ing Communica i e Language Teaching:
Con ex s and Conce ns in Teache Educa ion. Yale Uni e si y P ess.
4. Widdowson, H. G. (1978). Teaching Language as Communica ion. Ox o d
Uni e si y P ess.
5. Yusupalie a, S. (2023). E ec i e Using o Speaking Compe ence o
Teaching Fo eign Languages in Technical Ins i u ions. Jou nal o Pedagogical
In en ions and P ac ices, 17, 49–51.
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Au hen ic Ma e ials wi h In o ma ion Technologies. In e na ional Jou nal o
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