VietTESOL International Convention 2026

Speaking skills constitute a fundamental component of effective English communication. Nevertheless, even English-major students often struggle to achieve high oral proficiency. Previous studies have identified various challenges in speaking development and proposed different pedagogical interventions to improve learners’ performance. However, the need for effective, autonomous, and sustainable practice outside the classroom remains significant. This study investigates EFL students’ perceptions of self-recording audios and examines the effectiveness of this practice on their speaking performance. Employing a mixed-methods approach, the research collected pre-test and post-test speaking scores from 112 students and administered a questionnaire to explore learners’ perceptions after implementing weekly self-recording audio tasks following the mid-term examination. The results demonstrated a statistically significant improvement in students’ speaking scores from pre-test to post-test, with a large effect size. Questionnaire data further revealed highly positive perceptions toward the use of self-recording audios, particularly in enhancing pronunciation, fluency, motivation, and reducing speaking anxiety. In contrast, technical aspects such as audio editing received comparatively lower ratings. The findings suggest that self-recording audios can serve as a powerful, low-cost tool to promote speaking development and learner autonomy in EFL contexts. Practical implications for classroom implementation and recommendations for maximizing the benefits of this practice are discussed.