Toward More Interactive Speaking Classes: Integrative Digital Approaches in English Language Teaching
DOI:
https://doi.org/10.17977/um065.v6.i3.2026.14Keywords:
Digital approaches, English language teaching, Interactive, Speaking classesAbstract
This study investigates how digital technologies can enhance the effectiveness and interactivity of speaking classes in an EFL context at a state university. Despite the growing use of digital tools in language education, limited research has exploded how integrative digital platforms simultaneously support engagement, peer interaction, and personalized feedback in Indonesian higher education speaking classes. Using a qualitative case study design, classroom observations and student interviews were conducted over eight weeks. The findings reveal that the integration of platforms such as Flipgrid, Zoom breakout rooms, and AI-supported pronunciation tools increased student motivation, facilitated peer collaboration, and created authentic speaking opportunities. At the same time, challenges related to digital literacy, device access, and internet connectivity were identified. This study contributes empirical insights into how integrative digital approaches can support interactive speaking pedagogy while highlighting contextual challenges in technology-mediated EFL classroom. The findings provide practical guidance for language educators seeking to design more engaging digital speaking environments.References
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