The purpose of this study is to find the effects of using Videoconferencing (VC) as a tool for foreign language instructions in a semester long research study. The research questions focus on the effects of VC (1) on speaking skills, and (2) on general proficiency scores. English as a Foreign Language (EFL) learners in a university in Japan were divided into an Experimental Group (EG) with weekly VC outside the classroom, and a Control Group (CG) provided with 'shadowing practice' and written assignments instead of VC. Both groups spent eight weeks under the treatments with pre and post measurements. The results showed improvement in holistic ratings and temporal measurement in transcribed speech data, but not statistically significant in interaction between time and treatments. Speaking performance of the EG showed statistically more significant progress in fluency and lexical variation, and in general proficiency. The results suggest that using VC with tasks in a blended manner with classroom instruction develops balanced L2 competence and performance. [For the complete volume of short papers, see ED572005.]