According to Pawlak, Waniek-Klimczak and Majer (2011), the ability to speak a foreign language is a difficult and challenging task, and this is because proficiency in a foreign language involves mastering various language subsystems before they can be used automatically in spontaneous communication. Thus, one of the main functions of a foreign language teacher should be to provide as many opportunities as possible for their students to develop their speaking skills in a foreign language, so that they can interact with others in a variety of linguistic and social settings using such language. subsystems appropriately and spontaneously.
This is understandable in the sense that for many students the main goal of learning a foreign language is to be able to speak it. This is mainly because many learners recognize that by being able to speak a foreign language, they have the ability to communicate with people from other countries, ethnic groups, races, and so on. Being able to speak a foreign language also strengthens self-confidence, self-esteem, understanding, and more (Vaseki, 2013). Consequently, learning practitioners should help them achieve this goal to the best of their ability (Grauberg, 1997).
However, helping students develop such conversational skills tends to be a difficult task for many foreign language teachers due to the fact that “organizing English language lessons can be a big challenge for both teachers and students” (Baker & Westrup, 2003, p. 1). This is due to the fact that developing students' speaking skills in a foreign language entails the ability to focus on understanding and production at the same time, which is difficult to achieve due to limited resources, as well as the influence of a number of social factors that often determine the success or failure of achieving communicative goals (Pawlak et al., 2011).
The many factors that affect the success of the study of oral speech or videos include: the age of the students, language proficiency and level of proficiency in it and, in particular, their motivation. which often determine the success or failure of achieving a communicative goal (Pawlak et al., 2011). The many factors that affect the success of the study of oral speech include: the age of the students, language proficiency and level of proficiency in it and, in particular, their motivation. which often determine the success or failure of achieving a communicative goal (Pawlak et al., 2011). The many factors that affect the success of the study of oral speech include: the age of the students, language proficiency and level of proficiency in it and, in particular, their motivation.
Traditionally, teaching a foreign language takes place within a formal school setting. Recently, with the explosive growth of information and communication technology (ICT): computers and Internet technologies are playing a more important role in teaching the spoken English proficiency in general. Thus, more and more English teachers have chosen to incorporate these new technologies into their daily teaching practice, as such “technology can help them as teachers and improve their teaching” (Smith & Baber, 2007, p. 11).