THE IMPACT OF SMART LEARNING ON ENHANCING EFL STUDENTS’ SPEAKING SKILLS AT HEBRON UNIVERSITY

This study investigates the effect of smart learning tools on fostering the English-speaking skills of EFL students who are enrolled in the applied English programs at Hebron University. A one-group pretest-posttest design was used in this mixed-methods study to assess improvements in vocabulary, pronunciation, fluency, tone, and intonation. The participants consisted of 24 first-year female students enrolled in the newly established Applied English specialization within the Faculty of Sciences and Applied Professions. Over a ten-week period, students employed various smart learning technologies, including AI-driven programs (SmallTalk2Me, Duolingo), instructional channels on TikTok and Snapchat, and multilingual learning applications, in conjunction with their major curriculum, Real 2: Listening and Speaking. Quantitative data were obtained using the EF SET speaking test and a Likertscale perception questionnaire, while qualitative insights were gathered from open-ended student remarks. Results indicate substantial enhancement in essential speaking competencies such as tone, intonation, vocabulary, and fluency, accompanied by elevated levels of motivation, engagement, and connection with digital learning resources. The findings highlight the educational potential of incorporating technology-driven smart learning into EFL training to promote independent and interactive language development.