Title: Enhancing speaking fluency in English through the use of open educational resources among secondary school students in Kazakhstan

Authors: Akbota T. Toleuzhan; Galiya B. Sarzhanova; Gulnaz K. Tleuzhanova; Cem Erdem

Addresses: Department of the Theory and Practice of Foreign Language Training, Faculty of Foreign Languages, Karaganda Buketov University, Karaganda, Kazakhstan ' Department of the Theory and Practice of Foreign Language Training, Faculty of Foreign Languages, Karaganda Buketov University, Karaganda, Kazakhstan ' Dean of Foreign Languages Faculty, Karaganda Buketov University, Karaganda, Kazakhstan ' Mongolian and Korean Studies, Department of Asian Studies AMU, Adam Mickiewicz University, Poznań, Poland

Abstract: This study examines Kazakhstani intermediate students' perspectives on using self-developed open educational resources (OER) to enhance their speaking skills in English as a foreign language (EFL). The survey analysis also aims to reveal whether there are differences based on participants' gender. Using a purposive sampling technique, data was collected through Google forms from 302 students. The practical outcome has displayed that the self-developed OER, including an electronic textbook and a YouTube channel, has been warmly accepted by most participants. Due to OERs' real-life context, simpler language, and entertaining features based on the essential elements of the language, participants' fluency and confidence in speaking English enhanced, and its persistent use enabled students to become more independent learners in EFL, taking on the responsibility for their learning. Moreover, EFL learners' motivation to learn the language has significantly increased due to the proposed OER entertaining content identified as the most appealing feature among EFL students.

Keywords: open educational resources; OER; speaking fluency; autonomous learning; motivation; confidence; digital technologies in EFL; You Tube videos; authentic materials; entertaining content.

DOI: 10.1504/IJKL.2025.143068

International Journal of Knowledge and Learning, 2025 Vol.18 No.1, pp.32 - 51

Received: 11 Jul 2022
Accepted: 11 Mar 2023
Published online: 03 Dec 2024 *

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