Smartphone Screen Recording Apps: An Effective Tool to Enhance Fluency in the English Language

Aplicaciones de grabación de pantalla para teléfonos inteligentes: una herramienta eficaz para mejorar la fluidez en el idioma inglés

Keywords: smartphones, video recording app, fluency, speaking activities (en_US)
Keywords: teléfonos inteligentes, aplicación de grabación de video, fluidez, actividades de conversación (es_ES)

Abstract (en_US)

This investigation intended to assess the effectiveness of smartphone video recording applications in increasing the speaking fluency of students of English as a foreign language (EFL). The study was conducted on a group of thirty-one 7th grade students aged between 12 and 13 years and enrolled in a subsidised school in Chile. The convenience sampling method was employed to select the participating students and the participants’ manner of communication was analysed through several English speaking sessions in which they used their smartphone video recording applications. Data collection was undertaken through pre- and post-speaking tasks used in this action research. The collected data were examined using a specific analytic rubric and a focus group interview. Data analysis was accomplished via two techniques: a simple percentage analysis and a thematic examination. The findings revealed an increase in the speaking fluency of the participating students, specifically with regard to the ‘pace’ criterion identified in the analytic rubric used to assess improvement in the speaking performance of students as evidenced by video recordings. Also, the results of the focus group interview conducted with the students evidenced the participants’ positive response to the use of smartphone recording video applications in ameliorating their English communication fluency.

Abstract (es_ES)

Esta investigación pretende evaluar la efectividad de las aplicaciones de grabación de vídeo en teléfonos inteligentes para aumentar la fluidez oral de los estudiantes de inglés como lengua extranjera (ILE). El estudio se llevó a cabo en un grupo de 31 alumnos de 7º grado de entre 12 y 13 años de edad, matriculados en una escuela subvencionada en Chile. Se utilizó el método de muestreo de conveniencia para seleccionar a los estudiantes participantes y se analizó la forma de comunicación de los participantes a través de varias sesiones de habla inglesa en las que utilizaron las aplicaciones de grabación de vídeo de sus teléfonos inteligentes. La recopilación de datos se llevó a cabo a través de las tareas de conversación previas y posteriores, asignadas para esta investigación-acción. Los datos recolectados fueron examinados usando una rúbrica analítica específica y una entrevista de grupo focal. El análisis de los datos se realizó mediante dos técnicas: un análisis porcentual simple y un examen temático. Los hallazgos revelaron un aumento en la fluidez del habla de los estudiantes participantes, específicamente con respecto al criterio de “ritmo” establecido en la rúbrica analítica utilizada para evaluar la mejora en el rendimiento oral de los estudiantes, tal y como se evidencia en las grabaciones de vídeo. Además, los resultados de la entrevista de grupo focal llevada a cabo con los estudiantes pusieron de manifiesto la respuesta positiva de los participantes al uso de aplicaciones de grabación de vídeo en teléfonos inteligentes para mejorar su fluidez en la comunicación en inglés.


Download data is not yet available.


Adeboye, D. (2016). 5 Effective uses of mobile technology in the classroom. ELearning Industry. Retrieved from

Ahmadi, D. M. R., & Reza, M. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115-125.

Attewell, J. From research and development to mobile learning: Tools for education and training providers and their learners. Retrieved from

Bahadorfar, M., & Omidvar, R. (2014). Technology in teaching speaking skill. Acme. International Journal of Multidisciplinary Research, 2(4), 9-13.

Baleghizadeh, S., & Oladrostam, E. (2010). The effect of mobile assisted language learning (MALL) on grammatical accuracy of EFL students. Mextesol Journal, 34(2), 1-10.

Barrios, E. X., & Costell, E. (2004). Review: Use of methods of research into consumers’ opinions and attitudes in food research. Food Science and Technology International, 10(6), 359-371.

Berners-Lee, T. (2000). Tejiendo la red: El inventor del World Wide Web nos descubre su origen (No. 04; BMR, TK5105. 888 B4.).

Byrne, D. (1986). Teaching oral English. Cambridge: Cambridge University Press.

Crystal, D. (1977). Advanced conversational English.London: Longman.

Diyyab, E. A. (2014). Using a multimedia-based program for developing student teachers’ EFL speaking fluency skills. Journal of Faculty of Education-Benha University, 25(99 P3), 1-28.

Ministerio de Educación Chile. (2004). The English Opens Doors Program Experience. Retrieved from

Gilroy, M. (2004). Invasion of the classroom cellphones. Education Digest.

Glenn, R. J. (1996). Using Video To Enhance Content and Delivery Skills in the Basic Oral Communication Course: Summarizing the Uses and Benefits.

Goh, T., & Hooper, V. (2007). To TxT or not to TxT: That’s the puzzle. Journal of Information Technology Education, 6, 441-453.

Göktürk, N. (2016). Examining the effectiveness of digital video recordings on oral performance of EFL learners. Teaching English with Technology, 16(2), 71-96.

Gromik, N. (2017). Smartphone-based learning in the Japanese ESL classroom: A case study report. Cambridge Scholars Publishing.

Housen, A., Kuiken, F., & Vedder, I. (Eds.) (2012). Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA, 32. John Benjamins Publishing.

Judd, C. M., McClelland, G. H., & Ryan, C. S. (2011). Data analysis: A model comparison approach. Abingdon: Routledge.

Jung, S. H. (2006). The use of ICT in learning English as an international language [Doctoral Dissertation].

Jurich, S. (2001). ICT and the teaching of foreign languages. TechKnowLogia, Knowledge Enterprise, Inc.

Katchen, J. E. (1991). Video cameras in EFL classrooms: Utilizing the new technology.

Keddie, J. (2018). Video recorders in the classroom. Retrieved from

Kirkgoz, Y. (2011). A blended learning study on implementing video recorded speaking tasks in task-based classroom instruction. Turkish Online Journal of Educational Technology – TOJET, 10(4), 1-13.

Koponen, M., & Riggenbach, H. (2000). Overview: Varying perspectives on fluency. In Perspectives on fluency(pp. 5-24). MI: University of Michigan.

Krueger, R. A., & Casey, M. A. (2000). Overview of focus groups.focus groups: A practical guide for applied research, 3-19.

Kukulska-Hulme, A. (2012). Language learning defined by time and place: A framework for next generation designs. In Left to my own devices: Learner autonomy and mobile-assisted language learning(pp. 1–20). BRILL. Chapter One.

Lansford, L. (2014). Six reasons to use video in the ELT classroom.Cambridge Conversation. Retrieved from

Lawless, L. (2018). What is fluency? How long does it take to be fluent in French? Retrieved from

Lenhart, A., Ling, R., Campbell, S., & Purcell, K. (2010). Teens and mobile phones: Text messaging explodes as teens embrace it as the centerpiece of their communication strategies with friends. Pew Internet & American Life Project.

Lynch, T., & Maclean, J. (2003). Effects of Feedback on Performance: A Study of Advanced Learners on an ESP Speaking Course. Edinburgh Working Papers in Applied Linguistics, 12, 19-44

Mareco, D. (2018). Reasons today’s students NEED technology in the classroom. Retrieved from

McAteer, M. (2013). Action research in education.sage.

Mercado, L. (2017). Technology for the Language Classroom: Creating a 21st century learning Experience. London: Macmillan International Higher Education.

Morgan, D. L. (1992). Designing focus group research. In M. A. Stewart, F. Tudiver & M. J., Bass, E.V. Dunn, & P. G. Norton (Eds.), Research methods for primary care, 2. Tools for primary care research (pp. 177-193).

Murphy, T., & Woo, L. (1998). Videoing conversation for student evaluation: Educational video’s diamond in the rough. The Language Teacher, 22(8), 21-24.

Nation, P. (1989). Improving speaking fluency. System, 17(3), 377-384.

Park, H. (2005). Design and development of a mobile learning management system adaptive to learning style of students. Proceedings of the 2005 IEEE international workshop on wireless and mobile technologies in education.

Resultados (2005). Retrieved from Agencia de Calidad de la Educación

Schmidt, R. (1992). Psychological mechanisms underlying second language fluency. Studies in Second Language Acquisition, 14(4), 357-385.

Sevari, K. (2012). The role of mobile phones in education and instruction of classroom materials. Advanced Education, 1(1), 19-22.

Sihem, S. (2013). Using Video Techniques to Develop Students’ Speaking Skill.aSkripsi. University of Biskra.

Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510-532.

Sloan, K. (2015). The role of technology in the classroom. Retrieved from Oak Hill School.

Sun, Z., Lin, C. H., You, J., Shen, Hj, Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3–4), 304-324.

Taylor, K. R. (2008). Still trying to “make the call” on student smartphones. Principal Leadership: Middle School Edition the Kentucky Communication Association.

Tuğa, B. E. (2013). Reflective feedback sessions using video recordings. ELT

Zimmer, S. (2018). Perfect speed pacing for presenting and speaking to groups—Read the self-expression blog to improve speaking skills. Retrieved from

Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their students’ oral rea ding fluency. Theory into Practice, 30(3), 211-217.

How to Cite
Pardo Soto, C. V., & Cisterna Zenteno, C. (2019). Smartphone Screen Recording Apps: An Effective Tool to Enhance Fluency in the English Language. Colombian Applied Linguistics Journal, 21(2), 208-229.
Published: 2019-11-07
Research Articles