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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Universal Teaching and Learning Journal Journal of Indigenous Culture, Tourism, and Language
Mundia, Milimo
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Languange, Linguistic, Communication & Media Other

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A Comparative Study of Synchronous vs. Asynchronous Technology Tools in Developing Oral Communication Skills Mundia, Milimo
Universal Teaching and Learning Journal Vol. 2 No. 1 (2026): March
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/utlj.v2i1.3925

Abstract

Purpose: This study explores how synchronous and asynchronous tools contribute to the development of oral communication skills by investigating their impact on fluency, interpersonal understanding, anxiety reduction, and repeated practice. Research Methodology: A mixed-methods approach was used, combining quantitative data from surveys and performance assessments with qualitative insights from interviews, classroom observations and student reflections. Results: Synchronous tools such as Zoom and Microsoft Teams enhanced students' fluency, spontaneity, and interaction skills. In contrast, asynchronous tools, such as Flipgrid and online discussion boards, offered a reflective space that reduced anxiety, allowing for thoughtful and precise contributions. Conclusions: This study emphasizes the importance of hybrid learning methods that combine the strengths of both synchronous and asynchronous approaches to foster confident and accurate communication skills. Limitations: This study was limited to undergraduate students and focused on specific tools, potentially limiting its generalizability to other contexts or educational levels. Contributions: This research highlights the complementary role of synchronous and asynchronous tools in developing oral communication skills, advocating hybrid pedagogies in digital learning environments.
Preparing Educators to Leverage Technology for Oral Language Development: Teacher Training for Technology Integration Mundia, Milimo
Journal of Indigenous Culture, Tourism, and Language Vol. 2 No. 1 (2026): March
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/jictl.v2i1.3927

Abstract

Purpose: This study aimed to examine how specific training programs enable English language teachers to effectively integrate technology to develop students’ oral language abilities. It identifies the key professional competencies, training approaches, and institutional support systems for successful technology integration in speaking and listening development. Research Methodology: A mixed-methods approach was used, including both quantitative and qualitative methods. The sample included 180 English teachers and trainers from Namangan, Uzbekistan, supplemented with international best practices. Data were collected through surveys, observations, and interviews and analyzed using statistical and thematic methods. Results: Key findings include: (a) practice-based professional development (PD) with hands-on workshops, digital tool microteaching, and coaching yields the best results; (b) teachers' digital proficiency and pedagogical understanding of oral activities influence technology adoption in classrooms; and (c) infrastructure and institutional policy are crucial for successful technology implementation. Conclusions: Effective teacher-training programs should focus on practice-based PD and coaching. Teachers' digital competence and pedagogical methods for oral activities are vital. Institutional infrastructure and supportive policies are necessary for successful technology integration into classrooms. An evidence-based teacher-training system is essential for scaling technology-based oral language instruction. Limitations: The study is limited by its small sample size, short-term outcomes, and regional focus, which limit its generalizability. Contributions: This study provides evidence for effective teacher training programs and offers recommendations for scalable technology-based oral language instruction.
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