This study is set in EFL teacher training during the Covid-19 pandemic. Low autonomy levels, lack of study habits, and limited student-student and teacher-student oral interaction made it necessary to devise activities that aimed at providing learners with a way to develop their speaking skills in this technology-mediated context. The main goal of this research study was to evaluate the effect of an intervention based on weekly Flipgrid video recordings on students’ oral abilities.  A qualitative design with intentional sampling was carried out in a group of 54 second and third year EFL teacher-training students from a Chilean university. Synchronous English language sessions focusing on oral production were supported by asynchronous practice on the Flipgrid platform and implemented over a period of ten weeks. Content analysis was conducted to examine students’ reflections and perceptions on the use of Flipgrid to facilitate the development of speaking skills. The ATLAS.ti 9.1.3 software was used to support the analysis of emerging themes on the benefits of the said digital tool.  Co-occurring categories were identified, and related networks were produced for graphic representation of the data. Findings showed an increase in students’ perception in both the linguistic and socio-affective aspects of their oral performance. It was concluded that the use of Flipgrid promoted students' oral production by heightened positive socio-affective perceptions over the course of one academic semester in times of Covid-19.