Nearpod, an online teaching cloud-based platform, offers great potential to generate pedagogical tasks and yield better results in teaching communication skills. This study thus examined the effects of Nearpod-based English-speaking classes. To this end, one-on-one speaking tests were conducted twice in a semester, and a questionnaire was administered to assess university students’ perceptions of the usefulness of Nearpod in offline classroom. The participants comprised 39 university students who took a mandatory English class titled Communication in English. The paired samples t-test results indicated that the students’ overall speaking performance has improved over time. Specifically, compared to the high-level students, the low-level students showed a significant increase in speaking performance. The questionnaire analysis demonstrated that most students were satisfied with Nearpod-based English speaking classes because of enhanced interest, active participation in class, and increased interaction with class content and peers. The pedagogical implications are suggested and the limitations of the study are further discussed.

I. Introduction
II. Theoretical Background
    1. The Importance of Interaction and Tasks in Speaking
    2. Incorporating Nearpod into Classroom
III. Research Method
    1. Participants
    2. The Procedure of Nearpod-based Speaking Class
    3. Data Collection
    4. Data Analysis
IV. Results and Discussion
    1. Change in Students’ Overall Speaking Performance
    2. Change in Students’ Overall Speaking Performance according toProficiency Level
    3. Students’ Views on Nearpod-based Speaking Class
V. Conclusion
References

• Areum Lee(Hanshin University)