| Summary: | Mastering speaking is a crucial target of teaching English as a foreign language, yet a challenging task to accomplish. Despite the efforts made by instructors to ensure learners' speaking competence, they are not very successful due to a group of factors such as lack of students' confidence, inefficient pedagogy, and inaccurate speaking, especially in a context that does not help to communicate in English. The effectiveness of integrating online language learning resources to enhance English speaking proficiency has been widely discussed in the findings of previous studies. However, most studies have not examined the true impact of online language resources on promoting students' oral production as measured in terms of speaking confidence, fluency, and accuracy. Hence, this experimental study was conducted aiming atinvestigating the impact of online language learning resources on speaking confidence, fluency, and accuracy as well as the motivation of medical college Saudi students. In this experimental study design, a mixed-method approach was adopted to collect data. The participants comprising 66 medical college Saudi students were selected as participants using a systematic random sampling technique. They were assigned equally to an experimental and a control group. The participants in the experimental group were treated u ing three online language learning resources, namely Void for confidence level, EnglishCentral for fluency, and Speechnotes for accuracy. On the contrary, the control group was taught the traditional method based on classroom discussion. Three research instruments were employed in collecting data. The quantitative data were collected from the pre-test and post-test, and the Instructional Materials Motivational Survey (IMMS) questionnaire to reach meaningful statistical conclusions, while the qualitative data obtained from the semi-structured interviews were to explain, broaden and deepen the understanding of the quantitative data. Descriptive and inferential statistics were calculated for quantitative data analyses using the Statistical Package for Social Sciences (SPSS) version 24.0. Independent samples t-test, paired sample t-test, and split-plot ANOVA (SPANOVA) tested for mean differences of the pre-test and postÂ
test scores between the two independent groups and within each group. Semi-structured interviews were carried out with six participants, who were recruited based on their postÂtest scores. The interview responses were transcribed and thematically scrutinised using ATLAS.ti version 8.0. Results indicated that the experimental group significantly outperformed the control group in the post-test, which is attributed to utilising online language resources in teaching oral skills. The resources also boosted experimental group participants' motivational reaction as revealed by the IMMS results, and their positive perceptions of using online learning resources for speaking as uncovered by the thematic analysis. Online language learning resources aided by learners' motivation promote students' potential to improve their speaking confidence, fluency, as well as accuracy to varying degrees, enhancing students' active learning in a student-centred vivid environment using a state-of-the-art teaching technique. Online language resources should be highly incorporated in English language learning and teaching to bring out the best in learners in terms of oral English production.
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