Influence of virtual education on oral production of EFL learners

Abstract

The pandemic was the starting point for the implementation of virtual education, which required teachers to adapt to this new modality. However, during this process, students faced difficulties in learning the English language, especially in the development of their oral production skills due to a lack of interest, insecurity, or motivation. Therefore, it was crucial to find a solution to address this problem and improve active participation and performance of students in the virtual environment. The study was conducted as a descriptive research, focusing on a qualitative approach. Additionally, a content analysis was performed to identify relevant categories. Furthermore, a documentary study was conducted to clarify the most relevant aspects of the project. The results indicated that SpeechAce, Discussion talk, cumulative talk, exploratory talk, Liulishuo-A Speaking Tutor, Grading Your Spoken English, and Google Assistant were tools that had a positive impact on EFL learners. These tools helped improve their pronunciation, fluency, acquisition of new vocabulary, and conversational skills in various contexts. During these years, e-learning of the English language, especially in the development of oral production, has undergone significant changes. It is essential to consider the needs of students to maintain their interest in the process of learning a new language and to avoid difficulties when conducting assessments.