influence on speaking anxiety, motivation, and perceived usefulness. Oral presentations are a common

pedagogical tool in ESL classrooms, yet live delivery often provokes high anxiety that undermines

and strong perceived usefulness (M = 4.01). These findings suggest that ROPs can mitigate extreme anxiety,

stimulate learner motivation, and be readily adopted due to their ease of use. The study underscores the

potential of ROPs as a sustainable assessment strategy that balances affective support with technological

acceptance in ESL contexts.

Keywords: Recorded Oral Presentations (ROPs), Speaking Anxiety, Learner Motivation, Perceived

Usefulness, ESL Assessment

The pandemic has accelerated the integration of technology into education, fundamentally transforming the

landscape of teaching and learning. Modes of instruction have shifted to online and hybrid, highlighting the

assessments conducted at all levels of education.

In English as a Second Language (ESL) classrooms, oral presentations are a common feature that serves as an

essential platform for learners to demonstrate communicative competence, critical thinking, and organizational

skills. However, speaking anxiety is a common hindrance in learners' ability to perform effectively in live

presentation settings. Speaking in a second language can be intimidating, as it requires not only linguistic

accuracy but also fluency, confidence, and the ability to manage an audience. Apart from feelings such as

stage fright and nervousness, the classroom environment, presence of the instructor and peer pressure could

also be factors that affect speaking performance [7]. In response to the growing need for flexible and learner-

friendly alternatives, many language educators have begun incorporating recorded presentations into their

teaching practice as a viable substitute for conventional live presentations, providing ESL learners with a more

anxiety experienced by learners when preparing and delivering recorded presentations, and examines their

perceptions of the usefulness of recorded presentations in enhancing their English speaking skills. Given the

increasing reliance on technology for asynchronous language tasks, this study also assesses the ease of use of

various recording platforms and tools. By identifying the relationships between speaking anxiety, motivation,

perceived usefulness, and platform usability, the study provides insights into how recorded presentations can

be more effectively integrated into ESL teaching and learning practices.

Oral presentations are a widely used pedagogical tool in ESL instruction for enhancing speaking proficiency,

academic communication, and learner confidence. They encourage learners to organise ideas, practise

In response to challenges associated with live presentations, the shift toward blended and technology-mediated

learning, accelerated by the COVID-19 pandemic, has seen increasing adoption of recorded oral presentations.

These tasks allow learners to plan, rehearse, and record in less pressured environments, offering potential

benefits such as reduced anxiety, improved fluency, and greater autonomy. From [3] Technology Acceptance

shape their motivation and willingness to participate. Despite their growing use in higher education, little is

known about how ESL learners perceive recorded oral presentations in terms of emotional impact,

motivational value, and usability. Addressing this gap is essential for aligning technology-mediated assessment

their role in ESL pedagogy remains contested. On one hand, they are seen as offering learners greater control

and preparation time, potentially reducing performance-related anxiety and encouraging motivation. On the

other hand, questions persist about whether these benefits compromise spontaneity, authentic interaction, and

the development of real-time communication skills. Moreover, while learners often perceive ROPs as useful

Acceptance Model (TAM), such perceptions are not uniform across contexts.

This creates a pedagogical dilemma: educators must weigh the affective advantages of ROPs against concerns

about technological reliance and diminished communicative authenticity. The lack of clarity on how these

affective and technological dimensions interact underscores a critical gap. Addressing this issue is essential for

technology-mediated assessment tool.

RQ1: How do ESL learners perceive recorded oral presentations in terms of reducing or increasing their

speaking anxiety?

completing speaking assignments?

RQ3: How do ESL learners perceive the usefulness and usability of recorded oral presentations as a

technology-mediated assessment tool?

1)Speaking Anxiety of Oral Presentation in English

grammatical accuracy, and worries about content and delivery skills[18][13]. This will unfold into

communication apprehension and avoidance behaviours [13]. In ESL contexts, high anxiety can hinder

performance, limit classroom participation, and obstruct language acquisition resulting in weaker oral

performance [13]. Contrasting findings, however, suggest that moderate anxiety may have facilitative effects

by encouraging learners to prepare more thoroughly [18]. This tension underscores the complexity of affective

factors in oral communication and the necessity of exploring assessment formats that manage rather than

eliminate anxiety.

2)Shift towards recorded presentation

The COVID-19 pandemic accelerated the adoption of asynchronous speaking assessments, prompting new

insights into learner perceptions. Research by [14] found that Malaysian undergraduates viewed asynchronous

compromise spontaneity, immediacy, and social presence.

A growing body of research has examined the role of recorded oral presentations in addressing the challenges

posed by traditional live presentations. Video-recorded presentations allow rehearsals, self-review, and

reduced immediacy of live peer evaluation [5]. Empirical work suggests that recorded tasks can increase

context, [11] demonstrated that undergraduates delivering speeches via video blogs experienced reduced public

speaking anxiety and greater engagement outside the classroom. These findings suggest that recorded

presentations can lower the affective burden associated with live delivery while promoting learner autonomy.

Despite promising findings, relatively few studies link perceived usefulness directly to speaking anxiety and

motivation in L2 oral presentation contexts, and evidence is mixed regarding which learners benefit most from

recording. At the same time, recent work highlights limitations [11] reported that while recorded presentations

increased participation during the pandemic, some learners still missed the spontaneity and immediacy of live

interaction.

Beyond anxiety reduction, ROPs are frequently associated with enhanced motivation. Learners report greater

enjoyment, effort, and satisfaction with recorded tasks, as they perceive autonomy and control over the process

[4]. However, contrasting evidence suggests that not all learners sustain engagement; some report reduced

urgency and procrastination in asynchronous tasks [6]. The unresolved issue lies in how educators can balance

the motivational advantages of autonomy with strategies to maintain accountability and timely completion.

pronunciation [7] [19] and find platforms such as Flipgrid accessible and practical [8]. Researchers [12] further

From a technology acceptance perspective, several studies highlight that learners perceive recorded oral

presentations as useful and relatively easy to use. Research on video-recorded oral assessments indicates that

students value opportunities for self-reflection and consider the method effective in developing speaking skills

[5]. The ability to record and edit also gave learners greater control over aspects such as vocabulary use, facial

expressions, and eye contact, thereby supporting autonomy and creativity [19]

recorded oral presentations may reduce speaking anxiety while fostering motivation and enjoyment in ESL

learners.

assessment tool shape their engagement, effort, and willingness to participate.

The results show that learners perceived recorded oral presentations as both useful and effective for language

development. Almost half of the respondents reported strong agreement that completing the task helped them

improve their English speaking skills (47.2%) and increased their awareness of pronunciation and fluency

(47.2%). Similarly, 50% of learners agreed that the recorded presentation format was beneficial for learning,

while 48.1% stated that it helped them organize their ideas more effectively.

The findings of this study reveal that recorded oral presentations (ROPs) are generally perceived as a less

anxiety-provoking alternative to live presentations. Quantitatively, a large proportion of respondents indicated

presentations remain inherently stressful [13] [18] the quantitative reduction in severe anxiety levels

demonstrates that ROPs can buffer the affective filter, thus fostering greater readiness to communicate.

The results also show that ROPs had a strong motivational effect, as many learners reported increased

invest effort, reflecting the motivational cycle where reduced negative affect (lower anxiety) strengthens

variables such as motivation to play a stronger facilitating role in acquisition. From a technological perspective,

the ability to rehearse multiple times and produce polished presentations exemplifies how autonomy and

directly enhance their speaking competence.

Similarly, the third construct revealed strong perceptions of usefulness and ease of use, both central to TAM.

Quantitative evidence showed that learners consistently acknowledged improvements in fluency, pronunciation,

with recording platforms indicated positive perceived ease of use (PEOU), which in TAM directly supports

strengthened by their acceptance of the technology, as higher perceptions of usefulness and ease of use were

model by explaining the mechanism through which lowered anxiety translates into sustained engagement with

(1982) Affective Filter Hypothesis that reduced anxiety facilitates more effective language acquisition.

Learners also reported increased motivation, enjoyment, and persistence, reflecting greater autonomy and

Acceptance Model (TAM), underscoring how technological acceptance reinforces sustained engagement with

ROPs.

From a pedagogical perspective, the findings suggest several practical implications. Educators are encouraged

Incorporating blended assessment strategies that combine recorded and live presentations may balance the

affective benefits of ROPs with the need to develop spontaneous communicative skills. In addition, integrating

peer, teacher, or automated feedback into recorded tasks could enhance their effectiveness as both learning

In conclusion, recorded oral presentations have the potential to transform oral assessment in ESL education.

By lowering the affective filter, fostering motivation, and aligning with technological acceptance, they

represent an innovative and sustainable practice. However, their successful implementation depends on

project