Exploring the Role of Technology Integration and Classroom Atmosphere in Developing Students’ Speaking Skills

Abstract

This study explored how technology integration and classroom atmosphere contribute to students’ speaking development in an English as a Foreign Language (EFL) context. Employing a qualitative approach with a case study design, the study involved 11 fourth-semester students from the English Education Department at Universitas Muhammadiyah Tangerang. Data were collected through classroom observations and a ten-item yes/no questionnaire. The findings indicate that students perceived technology as useful for speaking practice. All participants reported that technology helped improve pronunciation, provided speaking models, and made practice more varied. Most students also reported greater motivation and confidence. Regarding classroom atmosphere, 72.7% stated that a friendly classroom reduced their fear of making mistakes, while 90.9% reported that a comfortable classroom helped them speak with fewer worries. Classroom observations showed that students were more engaged when lecturers created relaxed, interactive, and supportive learning environments, although participation remained uneven. The findings suggest that technology integration and classroom atmosphere can function as complementary factors in supporting speaking learning. The study implies that speaking instruction should combine digital resources with supportive classroom practices to create more varied and comfortable opportunities for English speaking practice.