Exploring the impact of technology-enhanced intercultural exchanges on EFL learners’ speaking performance and awareness of English as a Lingua Franca

Abstract Seeking opportunities to practice English outside the classroom is challenging for English as a Foreign Language (EFL) students. Digital platforms like Zoom and Flip offer flexibility and accessibility, allowing learners to enhance language skills without time or place restrictions. However, research on how such technology-enhanced language learning (TELL) affects motivation and speaking performance remains limited. This study explores the impact of Zoom- and Flip-based speaking activities on secondary school EFL students’ speaking performance and intercultural competence in a three-month program. A mixed-methods paradigm – combining a case study approach with quasi-experimental design and triangulation – was employed. Fourteen Turkish EFL students (A1–A2, age 11) and one teacher, along with 14 international teachers and 158 students worldwide, engaged in structured synchronous (Zoom) and asynchronous (Flip) exchanges. This study also contributes to intercultural communication theory by applying English as a Lingua Franca through digital interaction, beyond basic Web 2.0 tools. Speaking ability was measured via CEFR-aligned pre–post assessments, analyzed with paired-sample t -tests. Qualitative data from learner diaries, researcher journals, and interviews supported the findings. Results showed significant improvement in speaking and increased intercultural communication, motivation, engagement, and reduced anxiety, supporting broader Computer-Assisted Language Learning (CALL) pedagogy.