UTILIZATION OF MOBILE APPS IN THE INTEGRATIVE DEVELOPMENT OF SPEAKING COMPETENCE

Аннотация

This article explores the role of mobile applications in the integrative development of speaking competence among EFL learners, particularly future English teachers. As mobile-assisted language learning (MALL) continues to gain traction, integrating mobile apps into language instruction offers new opportunities for fostering communicative competence, fluency, and learner autonomy. The study analyzes how selected speaking-focused apps (e.g., ELSA Speak, Speakly, Mondly) support oral language development through real-time feedback, pronunciation modeling, and interactive tasks. Drawing on a mixed-methods approach, the research evaluates the linguistic and motivational outcomes of integrating mobile apps into a speaking-focused curriculum. Findings reveal that app-based learning enhances pronunciation, confidence, and speaking fluency when combined with classroom instruction. Additionally, students report higher motivation and engagement due to the flexibility and personalization these apps provide. The article concludes by recommending pedagogical strategies for the effective integration of mobile apps into EFL programs, emphasizing the need for blended learning environments that merge digital tools with communicative methodologies. Keywords: Mobile-assisted learning, speaking competence, EFL, pronunciation, app integration, fluency, learner autonomy. Introduction. In the digital era, language learning has rapidly expanded beyond the traditional classroom setting, incorporating a variety of technological tools to support learner autonomy, engagement, and performance. Among these tools, mobile applications have emerged as a powerful force in enhancing language skills, particularly speaking competence one of the most challenging aspects for English as a Foreign Language (EFL) learners. Speaking requires real-time processing, accurate pronunciation, and effective interactional strategies, all of which can be difficult to master in limited classroom hours. Mobile-assisted language learning (MALL) offers a solution by providing flexible, personalized, and interactive learning experiences that extend beyond institutional boundaries [3]. Recent advancements in educational technology have produced mobile applications specifically designed to improve speaking skills. Apps like ELSA Speak, Speechling, HelloTalk, and Mondly offer learners opportunities for repetition, feedback, speech recognition, pronunciation modeling, and conversational simulations. However, to be most effective, these tools must be integrated purposefully into broader teaching strategies rather than used as stand-alone solutions. This calls page 223 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN: 2692-5206, Impact Factor: 12,23 American Academic publishers, volume 05, issue 05, 2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai for an integrative approach blending mobile app usage with communicative language teaching (CLT), task-based learning (TBL), and reflective feedback to create a seamless learning ecosystem that targets oral competence development holistically. Despite the popularity of mobile apps among learners, the pedagogical integration of these tools remains underexplored in teacher education and applied linguistics research. Many institutions still struggle to align app-based learning with curricular goals, especially in contexts where oral proficiency is a core requirement for future teachers. The question is not whether mobile apps are useful but how they can be systematically embedded into the language learning process to support fluency, accuracy, and pragmatic competence. This article addresses that gap by examining how selected mobile apps contribute to the integrative development of speaking skills in EFL contexts. The study focuses on their role within a blended learning framework, evaluating their effectiveness through empirical data, learner feedback, and practical classroom implementation. The ultimate aim is to provide evidence-based recommendations for incorporating mobile apps meaningfully into teacher training programs, ensuring that digital innovation aligns with pedagogical integrity. Literature review. The evolution of Mobile-Assisted Language Learning (MALL) has significantly transformed how learners interact with language, particularly in the development of speaking skills. Kukulska-Hulme and Shield argue that mobile technology offers learners new modes of collaboration, flexibility, and personalization key elements for enhancing speaking competence [4]. Burston provides a comprehensive overview of implementation studies and highlights that mobile apps are most effective when integrated into structured learning environments, rather than used independently [1]. Godwin-Jones emphasizes that speech-focused mobile apps such as ELSA Speak and HelloTalk create authentic, low-pressure environments for learners to practice pronunciation and fluency [2]. Stockwell points out that mobile platforms