THE EFFECTIVENESS OF TECHNOLOGY-INTEGRATED ACTIVITIES IN ENHANCING SPEAKING SKILLS OF UPPER SECONDARY EFL STUDENTS: A COMPARATIVE STUDY BETWEEN UZBEKISTAN AND LITHUANIA

This comparative study investigates the effectiveness of technology-integrated activities in developing English speaking proficiency among 10th–11th grade EFL students in Uzbekistan and Lithuania. Drawing on recent empirical research from both countries, the study compares digital tools (mobile applications, augmented reality, English-language media, and blended learning) used in Uzbekistan with phenomenon-based learning (PhenoBL) and video creation practices in Lithuania. The findings demonstrate that technology-integrated activities significantly improve students’ speaking confidence, reduce anxiety, enhance fluency and vocabulary use, and increase motivation. In Uzbekistan, digital resources help overcome limited classroom speaking practice, while in Lithuania, PhenoBL combined with technology fosters real-life communication and emancipates students from fear of mistakes. The study highlights both opportunities and challenges, such as teacher training and infrastructure gaps. Practical recommendations for EFL teachers and policymakers are provided to support effective technology integration in upper secondary education.