Enhancing English as a Second Language Learners’ Speaking Skills through Authentic Videoconferencing

Abstract

The concern over speaking skills being abandoned in English as a Second Language (ESL) classroom has been emphasised on for decades yet not much has changed in the past years. With the increasing reliance on technology, authentic videoconferencing, which is now possible with the emergence of various videoconferencing platforms, is believed to be supportive of ESL learners’ development in terms of their speaking skills. This paper reviews past studies done on the effects of authentic videoconferencing on ESL students’ English-speaking skills. Based on the data gathered, it has been found that ESL learners’ speaking skills which include fluency, accuracy, pronunciation and vocabulary can be positively affected with the penultimate and the last skills both showing more promising results. This paper also discusses the individual factors that may either impede or ease ESL learners’ development of oral competence. These individual factors include anxiety, enjoyment and class level. The data collected show erratic results with regard to enjoyment and class level whereas anxiety is allegedly able to negatively impact learners’ progress. The findings gathered in this paper could serve as a springboard for authentic videoconferencing to be made accessible in ESL classrooms especially in Malaysia to ensure learners’ vast improvement as well as engagement in the target language.