This research study is a continuation project that looks at how a change of mode from face-to-face to online synchronous discussion influences the effects of speaking practice among a group of EFL students from a sociocultural perspective. Guided by the mediation approach within sociocultural theory (Thorne & Tasker, 2011), Ma (2017) constructed the sociocultural framework and conducted a study about EFL students’ mobile-assisted language learning (MALL) experience, emphasizing the mediation among mobile technologies, L2 agencies, and other agents. However, the research lacked a focus of a particular skill. In addition, little has been revealed about the comparison between the effects of traditional face-to-face speaking practice with an online synchronous one. The proposed research took the form of an experimental study that attempted to address the limitations by focusing particularly on EFL students’ speaking skills in face-to-face (F2F) communication and in online synchronous (Syn) communication. 13 EFL university students in Beijing joined a 6-month experiment and were divided into 2 groups: the control group with face-to-face (F2F) mode, and the experimental group with synchronous (Syn) mode. After the first half of the experiment, the control group shifted to synchronous mode like their counterparts. The study featured a mixed-methods approach with coding of practices, questionnaires, open-ended feedback, journals, and a semi-structured interview. Findings revealed that while participants of the two practising modes showed progress in their speaking competence, the F2F group made a bigger progress before the shift of the mode, and the shift brought negative exinfluence to their progress. In terms of peer feedback, participants of the Syn group tended to respond more actively than their F2F counterparts. The presentation concludes with recommendations of which speaking practice mode brings a better outcome based on learners’ expectations and their conditions.