Perspectives about U-Learning in the Oral Expression Class: Facts and Fiction

Abstract

Amongst the four language skills, the speaking proficiency grows to surface as the most significant to be mastered, not only for educational purposes but for extra-educational aspirations as well. Speaking is a life handiness that requires full training and complete preparation. Hence, being able to express one’s thought fully and clearly, especially in front of a mass, has become one field of interest of personal development trainers. In the specific context of EFL classes, enhancing students’ speaking mastery has always been an integral part of FL training. The rapid technological developments have facilitated the changing over of the teaching skill from sole reliance on the teacher to reference to authentic data. Language laboratories are supposed to be a miniature of the bigger native speakers’ community, so if they were further consolidated with a net connection they would smooth the teaching of oral expression skills. Technology is the medium through which access to genuine instances of the FL is realized. The research seeks out checking the pros and cons of combining technology-based applications with the classroom realities; it relies on the use of a students’ Likert scale and a teachers’ interview. The findings of the interview proved that FL teachers in Algeria are totally aware of the vitality of mixing up U-Learning with the classroom traditional teaching for better enhancement of the quality of speaking skill. However, they explained that it is still theory rather than real practice because of a collection of inconveniences. The students’ scale showed that the latter are ready to exploit technological tools for bettering their oral expression skills. It showed as well that they rely on some applications but they declared that they lack perseverance, said very helpful to achieve the required goals.