A digital pedagogy approach to teaching speaking in the 21st-century english classroom: An analysis and literature-based study

Muhammad Hassan

doi:10.22437/proca.v1i3.50611

Authors

Muhammad Hassan Sekolah Tinggi Keguruan dan Ilmu Pendidikan Al Maksum, Sumatera Utara, Indonesia

DOI:

https://doi.org/10.22437/proca.v1i3.50611

Keywords:

Digital Pedagogy, Speaking Instruction

Abstract

This research explores how digital pedagogy can be effectively integrated into speaking instruction in the 21st, century English classroom. The study was carried out at several higher education institutions in North Sumatera, namely Universitas Muhammadiyah Sumatera Utara (UMSU), Universitas Negeri Medan (UNIMED), and STKIP Al Maksum. These institutions represent a diverse range of English education programs where students often struggle with speaking performance due to limited opportunities for authentic practice, low confidence, and traditional teaching methods that rarely maximize the potential of digital tools. The research combines both literatures, based inquiry and empirical classroom analysis. A thorough review of the literature on digital pedagogy, communicative competence, and 21st, century learning informed the conceptual foundation of this study. This was complemented by field research, which involved questionnaires, interviews, and classroom observations with students and lecturers. Findings indicate that digital pedagogical practices, such as digital storytelling, interactive multimedia, collaborative online platforms, and context, based speaking tasks, substantially enrich the learning experience. This research contributes to the ongoing discourse on English language teaching by proposing a practical framework for embedding digital pedagogy into speaking instruction. It advocates for a shift from teacher, cantered methods toward learner, cantered, technology, driven classrooms that prepare students in North Sumatera, and by extension, other similar contexts, for the communicative demands of the 21st century.

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