This study examines the correlation existing between students speaking competency and their interaction with multimedia devices in the classroom learning process. A mixed-method study design has been employed to explore the impact of an interactive multimedia environment on their presentation and speaking skills. Initially, 46 Arabic-speaking students from the English Undergraduate Program (B.A. Degree) were recruited in this study. They were divided into two groups based on two intact classes for the same course. The total number of fully completed video-recorded presentations of the two sections was reduced to forty participants. These presentations served as the database for the pre-test result of the two sections before assigning one section as a control group and the other section as an experimental one. Moreover, a questionnaire was filled out by the experimental group students for further opinions and perceptions regarding the impact of multimedia technology on speaking skills. In addition, audio-recorded semi-structured interviews were conducted for in-depth understanding. The multimedia students’ group significantly outscored the non-multimedia group in the verbal presentation performance over the semester. The student’s performance showed that multimedia helped the students in learning better. The results revealed that there was a positive impact of multimedia environment on the development of presentation and speaking skills among the students.

Abstract-This research paper deals with a variety of strategies and tactics employed by teachers in the classroom to motivate reluctant students to converse and participate. Various scholarly articles are critically reviewed, taking into account fundamental motivational strategies such as enhancing communication, minimizing negative factors (including anxiety, apprehension and stress), teaching through games, as well as other co-curricular activities. In addition to these strategies, the role of teachers, parents and students is also considered. Finally, the paper presents some essential recommendations for the improvement of the current practices of classroom motivation.

No abstract

The main purpose of learning a foreign language is to use it for meaningful and effective communication both inside and outside the classroom. This paper is devoted to identifying the main communication difficulties faced by EFL students at King Khalid University (KKU) and exploring the reasons that lie behind these difficulties. The paper investigates the participants' willingness to communicate (WTC) in English when they have an opportunity and highlights the personality traits that affect students' oral communication in English. To this end, two types of instruments were used: a questionnaire and a semi-structured interview. Both the questionnaire and the interview attempted to measure four types of communicative contexts (public speaking, meetings, group discussions and interpersonal conversations) and three types of interlocutors (strangers, acquaintances and friends). The findings reveal the EFL students' WTC in English at KKU and how their personality traits affect their WTC. Moreover, the paper suggests some recommendations for overcoming EFL students' unwillingness to communicate in English.

This article is concerned with strategies and techniques for fostering EFL students' confidence and reducing their oral communication apprehension. This paper aims to explore strategies and techniques that could be implemented in the EFL classroom to encourage students' oral communication and foster their confidence. The first part starts with a brief introduction to present the research topic. It states the aims, purpose, research questions, and significance of the study. The second part features the relevant literature review, focusing on the current body of knowledge. The literature review provides a detailed description of the substantive findings as well as methodological and theoretical contributions to this topic. The study furnishes a wide range of reflections on English as a foreign language, and the special needs of students learning the language. It can be described as the impact of confidence on EFL students' oral communication apprehension in EFL students. In the third part, the paper discusses the methodology used in this study, followed by a discussion of an analysis of the findings in the fourth part. These two areas, i.e. discussion and findings answer the research questions and justify the research hypothesis. The last part of this work provides a conclusion to the study, accompanied by some recommendations.