Investigating Teachers' Perspectives towards Utilizing Skype App to Promote EFL Learners' Speaking Skill

This study investigates teachers’ perspectives on the use of Skype applications to enhance EFL learners’ speaking skills in Sudanese universities. Adopting a descriptive analytical design, the researchers collected data through a structured questionnaire administered to 105 English language teachers. The data were analyzed using SPSS, employing descriptive statistics and Chi-square tests to examine the study hypothesis. The findings indicate that teachers generally hold positive attitudes toward integrating Skype into EFL classrooms. Results reveal that Skype facilitates real-life communication exposure, supports diverse oral activities, enhances speaking fluency through video interaction, and promotes authentic listening practice. The statistical analysis confirmed significant differences in favor of positive responses, supporting the hypothesis that Skype implementation contributes to improving learners’ oral communicative competence. The study recommends integrating Skype-based activities into English language curricula to foster active participation and develop speaking proficiency.