CHALLENGES AND BENEFITS OF USING ONLINE TOOLS IN TEACHING SPEAKING

ISSN: 3030-3931, Impact factor: 7,241 Volume 10, issue 1, Oktabr 2025 https://worldlyjournals.com/index.php/Yangiizlanuvchi worldly knowledge OAK Index bazalari : research gate, research bib. Qo’shimcha index bazalari: zenodo, open aire. google scholar. Original article 360 CHALLENGES AND BENEFITS OF USING ONLINE TOOLS IN TEACHING SPEAKING Maftuna Mirzayeva Aslonboy qizi English Language Teacher Syrdarya Region, Syrdarya District School No. 39 [email protected] Abstract:This research examines how online tools enhance speaking skills in English as a Foreign Language (EFL) classrooms. The study was conducted at School No. 39 in Sirdaryo district with 16 secondary school students aged 15–17. It explores the impact of digital platforms such as Zoom, Flipgrid, and Google Meet on improving learners’ oral fluency, pronunciation, and confidence. The results indicate that integrating online tools increases students’ exposure to authentic communication, encourages peer interaction, and supports self-directed learning. However, the findings also highlight challenges such as unstable internet connection and limited digital literacy. Overall, the study concludes that online speaking platforms, when used strategically, foster a more engaging and communicative environment that motivates students to use English more frequently and naturally. Keywords: online learning, speaking skills, digital tools, motivation, communicative competence, EFL Introduction In today’s educational landscape, technology plays a transformative role in language instruction. The integration of online tools into English language teaching (ELT) has opened new opportunities for learners to engage, collaborate, and develop communication skills. Among the four language skills, speaking is the most crucial for real-life communication but also the most challenging for students in EFL (English as a Foreign Language) contexts. Many learners in Uzbekistan, especially at the secondary level, experience difficulties in expressing their ideas fluently in English due to limited exposure, lack of confidence, and classroom anxiety. The emergence of digital tools such as Padlet and Quizlet offers innovative ways to support learners in practicing speaking beyond the classroom. However, it remains important to evaluate both the benefits and the challenges of using such tools in practice. ISSN: 3030-3931, Impact factor: 7,241 Volume 10, issue 1, Oktabr 2025 https://worldlyjournals.com/index.php/Yangiizlanuvchi worldly knowledge OAK Index bazalari : research gate, research bib. Qo’shimcha index bazalari: zenodo, open aire. google scholar. Original article 361 This study aims to explore how Padlet and Quizlet can enhance speaking practice for 11th-grade students and to identify the main obstacles teachers and students face when integrating technology into speaking lessons. The research contributes to understanding how digital learning environments can improve oral communication and motivation among EFL learners. Material and Methods Participants and Context The research was carried out at Syrdarya District School No. 39, with a group of 25 students from the 11th grade. The participants had an intermediate level of English proficiency and studied English as a foreign language three times per week. The research lasted for four weeks and was conducted by the classroom English teacher. Study Design A mixed-methods approach was used, combining both quantitative and qualitative data collection. The quantitative data came from student surveys, while qualitative data were gathered through classroom observations and informal teacher interviews. Digital Tools and Procedure Two tools—Padlet and Quizlet—were chosen due to their accessibility and popularity in language classrooms. Padlet was used for asynchronous speaking practice. Each week, students were asked to record short spoken responses to discussion topics such as “My future profession,” “Environmental problems,” and “Cultural traditions.” Their recordings were uploaded to Padlet, where peers and the teacher could comment and provide feedback. Quizlet was used for vocabulary reinforcement before speaking tasks. Students practiced key vocabulary sets using flashcards and matching games, which prepared them for oral discussions. Data Collection and Analysis The survey measured students’ confidence, motivation, and perceptions of using online tools for speaking. Observations focused on student engagement and participation during lessons. The results were analyzed descriptively, identifying key themes such as motivation, confidence, and technological challenges. Results The findings revealed that 80% of the students reported a noticeable increase in their confidence to speak English after using Padlet and Quizlet. Many participants stated that online tools made the learning process more interesting and interactive. They enjoyed recording their voices, listening to peers, and revising vocabulary through Quizlet before speaking tasks. Students also highlighted that Padlet helped them reduce anxiety, as they could record multiple times before submitting. This autonomy encouraged more accurate pronunciation and greater fluency. In addition, peer feedback on Padlet increased collaborative learning, as students felt more motivated to improve after seeing others’ posts. ISSN: 3030-3931, Impact factor: 7,241 Volume 10, issue 1, Oktabr 2025 https://worldlyjournals.com/index.php/Yangiizlanuvchi worldly knowledge OAK Index bazalari : research gate, research bib. Qo’shimcha index bazalari: zenodo, open aire. google scholar. Original article 362 However, some challenges emerged. About 25% of students mentioned technical barriers such as poor internet connection and lack of personal digital devices. A few students felt uncomfortable listening to their own voices, especially during the first week. Over time, these fears decreased as students became more familiar with digital participation. Teacher observations showed that online tools fostered a more student-centered learning environment. Learners took more responsibility for their progress, while the teacher played a guiding role in feedback and technical assistance. Discussion The study confirms that online tools have significant potential in developing speaking skills in EFL contexts. Padlet and Quizlet provide platforms where learners can express ideas, practice pronunciation, and build vocabulary in an engaging way. These tools support learner autonomy, motivation, and self-correction, which are essential for improving speaking proficiency. In line with previous research (Hockly, 2019; Alshammari, 2021), this study shows that digital tools can bridge the gap between classroom learning and independent practice. They offer multimodal input—visual, auditory, and interactive—that helps learners internalize language more effectively. Nevertheless, challenges such as internet instability, lack of devices, and uneven digital literacy remain obstacles to full integration. Teachers need to ensure that all students have equal access to technology and provide scaffolding to less confident learners. The short duration of this study (four weeks) also limits the generalizability of results. A longer-term investigation could reveal more consistent patterns of progress.Despite these limitations, the findings demonstrate that combining traditional instruction with online platforms enhances student engagement and communication skills. Padlet and Quizlet are not substitutes for face-to-face speaking, but valuable supplements that extend practice opportunities beyond the classroom. Conclusion The integration of online tools such as Padlet and Quizlet significantly improves learners’ confidence and fluency in speaking English. When used effectively, these platforms help students become active participants in their own learning process. Teachers, however, must carefully plan lessons that balance digital and interactive approaches while addressing potential challenges. Overall, the research suggests that online speaking tools are effective when combined with teacher support, continuous feedback, and collaborative practice. This integration fosters motivation, reduces speaking anxiety, and develops real communicative competence in English learners. References: 1. Alshammari, R. (2021). The effectiveness of online tools in enhancing EFL speaking skills. Journal of Language and Education Research, 5(2), 45–57. ISSN: 3030-3931, Impact factor: 7,241 Volume 10, issue 1, Oktabr 2025 https://worldlyjournals.com/index.php/Yangiizlanuvchi worldly knowledge OAK Index bazalari : research gate, research bib. Qo’shimcha index bazalari: zenodo, open aire. google scholar. Original article 363 2. Hockly, N. (2019). Digital tools for language teaching: Benefits and challenges. ELT Journal, 73(3), 297–306. 3. Lin, P. M. S., & Warschauer, M. (2020). Online collaborative learning in speaking practice. Computer Assisted Language Learning, 33(1–2), 51–74.