This study describes the experiences of students in a flipped intermediate Spanish college class who used a video discussion digital tool to develop their confidence to speak in the foreign language. Students participated in a series of 10 speaking tasks designed based on the framework on technology-mediated tasks (Gonzalez-Lloret & Ortega, 2014) and the world-readiness standards for communicative performance of the American Council on the Teaching of Foreign Languages (2015). Through semi-structured interviews and reflection journals, students shared their learning accomplishments, unveiled their inner fears in speaking skills and detailed their journey in gaining confidence to speak in Spanish. Their experiences showed that willingness to communicate and self-efficacy are driving forces that, fostered in a brave learning environment, enable students to take risks and be creative with the language. The study also presents pedagogical implications regarding the design of technology-mediated tasks and the conditions of the learning environment that can foster or hinder students’ language oral communicative skills.Implications for practice or policy:Technology-mediated tasks should be designed based on a learner-centred approach and the affordances of the tool to promote communicative competence in foreign and second language learning.Technology-mediated tasks can promote the development of confidence to use the foreign and second language more spontaneously, while allowing students to fail without being judged or penalised.Technology-mediated tasks can give students some control over their own learning process, facilitating opportunities for self-monitoring to gain confidence in speaking in the foreign or second language.

中文翻译：

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利用异步口语任务来提高用西班牙语说话的意愿和信心：一项定性研究

这项研究描述了一个翻转的中级西班牙语大学课程中学生的经历，他们使用视频讨论数字工具来培养他们用外语说话的信心。学生参加了一系列 10 项口语任务，这些任务是根据技术中介任务框架（Gonzalez-Lloret & Ortega，2014）和美国外语教学委员会（2015）的交际能力世界就绪标准设计的. 通过半结构化访谈和反思日记，学生们分享了他们的学习成就，揭示了他们对口语技巧的内在恐惧，并详细介绍了他们获得用西班牙语说话的信心的过程。他们的经验表明，在勇敢的学习环境中培养的沟通意愿和自我效能感是驱动力，使学生能够冒险并在语言方面发挥创造力。该研究还提出了有关技术中介任务设计的教学意义，以及可以培养或阻碍学生语言口语交际能力的学习环境条件。对实践或政策的影响：技术中介任务应基于学习者设计- 以中心为中心的方法和工具的启示，以提高外语和第二语言学习中的交际能力。技术介导的任务可以促进自发地使用外语和第二语言的信心的发展，同时让学生在不被评判或惩罚的情况下失败. 以技术为中介的任务可以让学生对自己的学习过程有所控制，