The Role of Technology in Supporting Oracy Development in the Classroom

In this blog, you will learn:

• How technology plays a role in supporting oracy development in the classroom.
• The four stages of oracy and how it is practiced in the classroom.
• Discover more about our education recruitment services.

Like numeracy and literacy, oracy is a central part of child development and a key skill for lifelong learning. Oracy refers to the ability to speak, listen effectively and structure thoughts so that they make sense to others. Recognised in the UK curriculum alongside reading and writing, oracy in language learning in the classroom is vital. 

In November 2025, the government announced plans to publish a new oracy framework by 2028, to help Teachers strengthen their teaching of oracy. With enhanced focus in the national curriculum, it’s more important than ever to understand how factors like technology can play an important role in supporting oracy development.

Throughout this blog, we explore different ways to support oracy development and discuss the role technology plays in enhancing speaking and listening skills.

What is oracy?

Oracy focuses on structuring thoughts, using appropriate vocabulary and developing confidence in spoken communication. Oracy is taught in schools to enable students to express themselves effectively, articulate ideas and engage in meaningful dialogue. It is also used to develop students’ speaking and listening skills.

While oracy is often linked to public speaking level of talk, in schools it is used to focus on the impact of language on others, helping students understand how tone, word choice and delivery influence meaning and engagement.

Oracy development ensures that children and young people are supported with practical strategies and best practices to become confident, articulate speakers.

What are the four stages of oracy?

Oracy development is structured around four interconnected stages which support the development of effective communication within a curriculum built around talk and collaboration.

The four stages of oracy are:

• Physical: Relating to physical aspects including speaking, voice projection, fluency as well as pace of speech and clarity. It also takes into account body language such as gesture, posture, facial expressions and eye contact.
• Linguistic: Focusing on vocabulary and appropriate word choice, such as grammar and the use of rhetoric devices including metaphors and mimicry. It also looks at the use of adapting language to suit different people, conversations and purpose.
• Cognitive: Involving organising thoughts, structuring arguments and clarifying ideas, as well as using reasoning, actively listening and responding.
• Social and emotional: Covering confidence in speaking, awareness of audience and purpose. It also focuses on turn-taking and collaborating effectively with others.

How are oracy skills practiced in the classroom?

Oracy is applied in the classroom through structured speaking and listening activities that give pupils real opportunities to practise communication skills.

Practical ways to practice oracy in the classroom include:

• Group discussions to explore ideas, solve problems collaboratively and listen to peers.
• Debates to develop reasoning, argument structure and confidence as well as improve articulation and refine responses.
• Role-play to practise real-life communication and react to different situations.
• Presentations and storytelling to organise thoughts clearly and engage an audience.

What role does technology play in supporting oracy development?

Ways technology can positively impact or support oracy development include:

• Practicing presentations.
• Recording stories and explanations.
• Engaging in collaborative discussions.
• Supporting less confident speakers.
• Giving timely feedback.
• Encouraging inclusive participation.

Practising presentations

Technology can be used in multiple ways to support oracy development including the ability to practice and perfect. Technology supports presentation practice by giving pupils structured opportunities to rehearse spoken outcomes for a defined audience and purpose. Repeated practice helps pupils refine voice projection, pace, posture and eye contact, while building confidence in delivering extended spoken responses.

Pupils can rehearse presentations using recording or presentation tools to ensure clarity and effective use of voice and body language.

Recording stories and explanations

Audio and video tools allow pupils to record stories, explanations or reflections, supporting vocabulary choice, fluency and structure. Listening back to recordings enables pupils to reflect on how effectively their ideas are communicated, supporting self-assessment and targeted improvement.

Facilitating, recording and sharing verbal communication provides opportunities for growth as pupils can listen back to recordings to evaluate and improve their speaking skills.

Engaging in collaborative discussions

Online discussion tools, shared documents and video platforms can encourage structured talk, turn-taking and collaboration, particularly for pupils who may feel less confident speaking in whole-class settings.

Collaborative digital platforms enable shared thinking, both in and beyond the classroom. Pupils can work together on shared documents and video chats to debate ideas, plan group projects and respond to peers’ ideas. 

By engaging in collaborative discussions, students can also improve their social and emotional skills by listening to others, respecting different viewpoints and responding thoughtfully.

Students also become more aware of how they communicate with others and develop an understanding of how language, tone and behaviour can influence interactions as well as outcomes.

Supporting less confident speakers

Digital platforms allow quieter or less confident speakers to contribute through typed responses, voice recordings or small-group discussions, giving pupils the opportunity to practice structuring their ideas.

By removing the immediate pressure of speaking in front of others, pupils can rehearse, listen back to themselves and refine their responses at their own pace. This approach supports confidence-building, encourages self-reflection and enables all learners to develop their oracy skills in a supportive and inclusive environment.

Giving timely feedback

Technology supports oracy development by making feedback on spoken language more timely, focused and accessible. With the development of technology, Teachers and peers can respond to pupils' spoken work with clear, targeted feedback on key aspects of oracy such as voice, language and structure. 

Digital platforms ensure that feedback can be revisited to give pupils time to reflect and act upon it. It also means students receive individual feedback which supports ongoing improvement. This not only helps students to develop greater awareness, but also ensures Teachers can keep track of progress.

Encouraging inclusive participation

Technology can support oracy development and prioritise inclusivity by ensuring that all pupils have a voice in the classroom, regardless of need or ability. Digital accessibility tools such as captions, speech-to-text and replay options allow pupils to access, practise and reflect on spoken language in ways that suit their individual needs and preferences. 

This inclusive approach enables students to engage in speaking and listening activities, develop communication skills and participate in the classroom.

Giving students the tools and time to formulate ideas, use appropriate language and respond to others, allows them to communicate in a safe and supportive environment. 

By using technology to create opportunities for authentic speaking and listening, students can make meaningful progress in their oracy development.

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