The use of technological resources to foster students' oral production: teachers' preception

Abstract

This current research focuses on university English teachers' perceptions about the effectiveness of using technological resources in their virtual classes to foster students' oral production. The aim is to determine whether instructors believe such tools enhance their students' speaking ability in online classes. A quantitative methodology featuring a cross-sectional descriptive design was employed, utilizing a structured close-ended questionnaire administered to 27 teachers from the Institute of Languages at the University of the Armed Forces - ESPE. The findings indicate that the predominant resources utilized to enhance oral production comprise language learning games and social networks, attributed to their interactive nature and capacity to sustain student motivation. In addition, applications created to improve listening skills and educational YouTube channels are widely used, for this reason, educators generally regard technological tools as fundamental and effective in developing oral productivity. Nevertheless, they do not feel that these tools significantly encourage a collaborative or inclusive learning environment in online classes. The value of this study lies in identifying points where technological resources can become more effective in providing the necessary input to further develop the use of technology in English online classes.