Educational speaking technology is a digital expertise used to enhance speaking performance. This research examined the effects of using educational speaking technology tools: FORVO, YouGlish, and OALD 8th ed. to enhance students’ speaking performance. A quasi-experimental pretest-posttest two groups design was used. Test, questionnaire, interview, and teacher-log were used to gather the data from 82 first-year Information communication and Technology (IT) students selected through comprehensive sampling. The experimental group students had learned speaking skills through educational speaking technology tools while the control group students learned using the conventional method. When the quantitative data were analyzed through independent samples T-test, the qualitative data were analyzed through thematic analysis. The findings of the study uncovered that there was a statistical difference between the experimental and control group students in their speaking performance. Accordingly, the learners who had learned through educational speaking technology have enhanced their speaking performance compared to the students that learned conventionally. Predominantly, students who learned through educational speaking technology were fluent, coherent, and accurate in their speech, rich in lexical resources, used a variety of grammatical ranges, and better in pronunciation. Besides, the students’ have positive perceptions towards using educational speaking technology tools. Consequently, this study recommends researchers, teachers, and students to make the use of educational technology and to go in line with the state of the art.

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Teaching is demanding and complex task. Everything is needed to be molded or activated and changed based up on teachers' role in general. The current study focuses on roles of teachers who are teaching English as foreign or second language at Wollo University particularly. The research was conducted by using descriptive design with incorporating qualitative approach. The total population of the study was 48. The sample of the study was selected through random sampling design in general and availability technique in particular. The data collection instruments were semi-structured interview and classroom observation. The data gathered by using these tools were analyzed qualitatively based on their theme. The research results revealed that English teachers' responsibilities were managing the teaching and learning methods and activities inside classroom, facilitating, advising, assessing, researching, reviewing and planning the lesson. Additionally, some teachers have few difficulties while teaching. Based on the results, the researcher recommended that the fund should be outflowed for educational purposes, teachers should take part in training opportunities, create constant awareness on Pedagogic Graduate Diploma teaching training, teachers should be recruited based on their interest of teaching, and the teachers should review their teaching process.