THE ROLE OF FLIPGRID, CANVA, JAMBOARD, AND TED TALKS IN DEVELOPING ORAL SPEECH COMPETENCE IN ENGLISH LANGUAGE TEACHING

266 THE ROLE OF FLIPGRID, CANVA, JAMBOARD, AND TED TALKS IN DEVELOPING ORAL SPEECH COMPETENCE IN ENGLISH LANGUAGE TEACHING Sh. Kh. Yusupaliyeva, Senior teacher, Oriental University Abstract. This paper investigates the effectiveness of integrating digital tools such as Flipgrid, Canva, Jamboard, and TED Talks in enhancing oral speech competence among English language learners. The study emphasizes methodological approaches that combine ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning) frameworks with interactive technologies to foster learnersʼ communicative, critical, and creative skills. Findings demonstrate that the purposeful use of these platforms significantly improves learnersʼ pronunciation accuracy, fluency, and ability to apply professional terminology in real communicative contexts. Keywords: oral speech competence, Flipgrid, Canva, Jamboard, TED Talks, ESP, CLIL, digital technologies The globalization of education and the growing demand for engineers with strong communicative skills in English require innovative teaching methods. Oral speech competence is particularly significant for professional development, as it equips students with the ability to participate in international conferences, projects, and collaborative environments. Traditional methods of language teaching often fail to ensure sufficient speaking practice and learner autonomy. Therefore, the integration of digital tools such as Flipgrid, Canva, Jamboard, and TED Talks has emerged as a promising approach to stimulate active learning, enhance communicative competence, and create a learner-centered environment. The research was conducted with undergraduate engineering students, applying a combination of ESP and CLIL methodologies. The experimental group received instruction supplemented by Flipgrid, students recorded and shared short video responses, practiced self-correction, and engaged in peer feedback[2]. Canva is sed for creating visual posters and presentations to support oral projects and collaborative learning. Jamboard as well, facilitated brainstorming, group discussions, and interactive tasks that required active speaking participation. Provided TED Talks authentic input and models of fluent speech, exposing students to diverse accents and real-life communicative contexts. Furthermore, the integration of digital tools demonstrated pronunciation accuracy and grammatical correctness improved due to self-recording and feedback via Flipgrid[1]. Studentsʼ fluency and confidence increased as they presented projects using Canva and engaged in interactive Jamboard tasks. The use of TED Talks expanded studentsʼ vocabulary and enhanced their ability to argue and structure ideas logically. The findings indicate that integrating Flipgrid, Canva, Jamboard, and TED Talks fosters not only oral competence but also soft skills such as teamwork, critical thinking, and creativity. Unlike traditional instruction, these platforms provide 267 learners with opportunities to practice speech in authentic and collaborative contexts[4]. Furthermore, digital technologies enhance learner motivation, autonomy, and engagement. This proves that methodological approaches enriched with digital tools can serve as an effective model for English language teaching, particularly in technical education where professional communication skills are essential. The study confirms that the integration of digital tools such as Flipgrid, Canva, Jamboard, and TED Talks into English language teaching creates a powerful synergy between methodological approaches (ESP and CLIL) and interactive technologies. This synergy substantially enhances the development of oral speech competence among learners, particularly engineering students who require advanced communicative skills for their future professional practice. The research demonstrates that pronunciation accuracy, grammatical correctness, and fluency are positively affected by systematic use of Flipgrid, which provides opportunities for self-recording, self-analysis, and peer feedback. Second, Canva proves to be an effective tool for fostering creativity and collaboration through visually supported oral tasks, while Jamboard stimulates brainstorming, interactive discussions, and group-based speaking activities[3]. Third, exposure to authentic language input through TED Talks develops not only learnersʼ vocabulary but also their ability to structure arguments, adopt rhetorical strategies, and engage with diverse communicative contexts. The outcomes of the experiment show that the proposed model strengthens not only linguistic competence but also soft skills essential in the 21st century — such as teamwork, critical thinking, problem-solving, and creativity. Compared with traditional teaching, which often emphasizes receptive skills and limited oral practice, the digital integration approach provides learners with a student-centered, practice-oriented, and motivating environment that replicates real-life professional communication[5]. Thus, the research has both theoretical value — in deepening the methodological framework of CLIL and ESP in foreign language teaching — and practical significance, as it offers a reproducible didactic model that can be adapted to various higher education contexts[7]. In a broader sense, the integration of these digital tools represents a pedagogical innovation aligned with the demands of globalization, digital transformation of education, and the need for engineering graduates who are linguistically competent, communicatively confident, and professionally competitive[6]. The model is flexible enough to be implemented not only in engineering programs but also across different academic disciplines where oral communication in English is essential. In conclusion, the research confirms that a systematic integration of Flipgrid, Canva, Jamboard, and TED Talks into English language teaching is a scientifically grounded and pedagogically effective approach[5]. It enriches the methodology of teaching oral communication, contributes to the modernization of technical education, and addresses the global challenge of preparing students for active participation in international academic and professional communities. 268 References 1. Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Macmillan. 2. Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press. 3. Savignon, S. J. (2002). Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education. Yale University Press. 4. Widdowson, H. G. (1978). Teaching Language as Communication. Oxford University Press. 5. Yusupalieva, S. (2023). Effective Using of Speaking Competence of Teaching Foreign Languages in Technical Institutions. Journal of Pedagogical Inventions and Practices, 17, 49–51. 6. Yusupalieva, S. (2024). Developing Studentsʼ Speaking Competence Using Authentic Materials with Information Technologies. International Journal of Industrial Engineering, Technology & Operations.