2025 Awardees

Motivated by the prevalent issue of speaking anxiety among English as a Second Language (ESL) students, our paper investigated a technology-mediated approach implemented within our English Communication Skills module. We had observed that numerous first-year students exhibited reluctance to engage in oral tasks, hindered by elevated stress levels and various learning obstacles that impeded effective practice. This behaviour, reflected through peak anxiety, clearly illustrated a common challenge students encounter in mastering a second language. Recognising the critical importance of strong communication skills for career success, this research explored transforming students into confident speakers by applying a structured Task-Based Language Approach (TBLA) alongside user-friendly digital tools. Platforms such as Padlet and Kahoot were utilised to establish a relaxed, collaborative environment for speaking tasks and interactive exercises. Throughout our sessions, students participated in a series of activities designed to enhance their skills and reduce the pressure of spontaneous speaking. By consistently repeating these activities throughout the semester, students received the practice needed to improve. The outcomes were highly positive: our final evaluations indicated a significant reduction in speaking anxiety, and students reported that these digital tools directly facilitated their progress. These findings demonstrate that integrating interactive digital tasks with collaborative teamwork can substantially reduce stress and enable students to articulate their thoughts more clearly. We are optimistic that this work will inspire both colleagues and students to incorporate technology into the classroom, and we intend to continue refining these methods to empower every learner to communicate their ideas effectively.