Improving Fluent English Speaking thought Cybergogy

Abstract Since conventional classroom-based instruction has often been limited in providing rich and spontaneous opportunities for spoken interaction, this study was conducted to explore the extent to which cybergogy—a learner-centered approach rooted in digital interaction—could enhance English speaking fluency among high school EFL learners. A one-group pretest-posttest quasi-experimental design was applied, involving thirty female students in grade 12 from both public and special schools in Zahedan, Iran. All participants were selected based on their intermediate or good proficiency in English and were observed to possess the ability to engage in general discussions. During the treatment phase, which lasted for one month, students were guided to interact with native English speakers via online platforms, using digital tools to communicate authentically and autonomously about selected topics. Before and after the intervention, oral assessments were administered, and the participants’ speech was recorded and analyzed based on two specific criteria: the number of correct syllables and the number of correct words used. The results were analyzed using SPSS version 22. Although the correlations between pretest and posttest scores were found to be weak and statistically non-significant, the paired samples t-tests confirmed significant improvements in both metrics, indicating that learners’ speaking fluency had noticeably increased. These findings suggested that the application of cybergogy provided meaningful, real-world language exposure and created a context in which learners were empowered to actively engage in the process of language acquisition. Moreover, it was demonstrated that digital learning environments—when intentionally structured—could serve as effective alternatives to traditional classroom methods, especially in contexts where access to immersive language experiences is limited. The overall outcomes of the study highlighted the potential of cybergogy not only as a theoretical model but also as a practical instructional strategy that supports autonomy, interaction, and authentic language use. Further research was recommended to examine the broader impact of cybergogy on other language skills and its long-term effectiveness across diverse learning populations. (Creswell, 2012) (Luoma, 2004)

کلیدواژه ها:

Cybergogy ، Fluency ، language acqusition ، Speaking