This study investigates the effects of additional out-of-class speaking practice, using a simple iPad application, on students’ overall speaking proficiency, fluency, and syntactic complexity. Students in the experimental and control groups (N
= 52) completed an adapted Simulated Oral Proficiency Interview (SOPI) at the end of the semester, which was rated by two independent raters. Results of an independent-samples t
-test revealed statistically significant differences between the two groups. The students who had received additional speaking practice on iPads achieved higher SOPI scores than the students in the control group. Two of the seven tasks of the SOPI test were used for the analysis of fluency and complexity. Results did not show any statistically significant differences between the two groups for fluency and complexity. The study suggests that mobile technology can be effectively implemented for beginning language learners to enhance their learning outcomes.
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