@say.that.again2: Они наконец-то встретились на чемпионате мира! ❤️‍🩹 #ishowspeed #edit #эдит #fyp #creatorsearchinginsight @IShowSpeed

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Friday 28 August 2026 02:32:57 GMT

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Comments

ValentinJR17 :

А зачем заблокировала

2026-08-28 06:56:33

3984

𝓐𝔃𝓪𝓶𝓪𝓽𝓸𝓿𝓲𝓬𝓱_𝟎𝟕𝟕 :

и у них родился

2026-09-07 08:37:12

1794

Кот Бегемот :

Она классная

2026-08-28 06:31:56

1368

༼つ◕_◕༽つ :

Ммм

2026-09-06 20:32:47

117

Solo Rank :

За шляпу луффи респект

2026-08-28 08:00:55

261

d1zmo228 :

боже тт скоро будет ютуб шортом

2026-08-29 07:49:28

90

Владимир :

7 номер Роналду

2026-09-25 10:53:50

0

𝓪𝓴𝓪𝓶𝓪𝓷 :

типы видео из шортса

2026-09-23 07:32:31

12

СтроительДоллар :

она похоже на 11 из осд

2026-09-06 19:30:46

8

Алим :

мы знокомы?

2026-09-23 06:53:54

1

ewoooo1 :

почему они ещё не встречаются

2026-09-28 11:43:04

0

_Madin-kaaa🎭 :

Что такое луффи

2026-09-21 15:02:50

0

zip zip zip :

так подожди я же вроде в тиктоке

2026-10-01 09:33:42

1

alinur :

Қ

2026-09-09 20:23:55

0

gaevshi :

как мило

2026-09-25 15:16:32

0

нн :

2026-09-28 18:07:49

0

NEYMAR :

W Speed ♥️♥️♥️♥️🥰😍🥰🥰🥰🥰❤️❤️❤️

2026-10-01 16:26:47

0

. :

я это в ютуб шортсе видела

2026-09-24 13:12:47

2

Fan_litvinova4 :

💀

2026-09-24 05:50:23

0

K5 :

К5

2026-09-23 08:27:48

0

ЌℴŢℯЙҝÃ :

2026-09-25 21:36:45

0

legeer :

WWWWWWWWWWWWWWWWW SPEED 🔥🥰

2026-09-24 13:07:54

0

player :

ваши вероятные знакомые

2026-09-28 08:45:59

0

Alua :

где комменты? у вас тоже нету? 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶￶ ￶ ￶ ￶ 　　　　　　　　　 ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶ ￶

2026-09-23 14:31:20

0

fridge :

Я не могу на эту херню смотреть

2026-08-28 12:54:40

5

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جربوها وعلموني وش يصير معكم! المصادر العلمية: Brandt, K. R., & Nielsen, M. (2021). Reading aloud improves verbal fluency and articulation in adults. Journal of Cognitive Enhancement, 5(4), 377–389. Webster, J., & Wright, R. (2020). Incremental vocabulary learning and spontaneous spoken fluency. Applied Linguistics, 41(6), 1040–1061. Zhang, L., & Chen, Q. (2023). Self-recording and automated feedback improve speaking fluency in adults. Computer Assisted Language Learning, 36(7), 1503–1526. Gutiérrez, F., & León, S. (2022). The power of pausing: Strategic silence enhances speech clarity and perceived confidence. Discourse Processes, 59(2), 148–164. Curtin, S. & Derwing, T. (2020). Short daily oral reading boosts articulation and fluency. System, 94, 102–124. MacLeod, C. M. (2011). The production effect: Delineation of a phenomenon. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(2), 552–565. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. Kang, E. Y. (2018). Peer feedback and self-recording in speaking tasks. System, 74, 214–225. Griffiths, R. (1990). Speech rate and pausing: A review. Language Teaching, 23(1), 43–56. Fox Tree, J. E. (2001). Listeners' uses of um and uh in speech comprehension. Memory & Cognition, 29(2), 320–326. Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and learning. John Benjamins Publishing. Trace, J., Janssen, G., & Meier, V. (2017). Mobile-assisted language learning: repeated speaking practice and fluency development. Language Learning & Technology, 21(3), 127–143.

جربوها وعلموني وش يصير معكم! المصادر العلمية: Brandt, K. R., & Nielsen, M. (2021). Reading aloud improves verbal fluency and articulation in adults. Journal of Cognitive Enhancement, 5(4), 377–389. Webster, J., & Wright, R. (2020). Incremental vocabulary learning and spontaneous spoken fluency. Applied Linguistics, 41(6), 1040–1061. Zhang, L., & Chen, Q. (2023). Self-recording and automated feedback improve speaking fluency in adults. Computer Assisted Language Learning, 36(7), 1503–1526. Gutiérrez, F., & León, S. (2022). The power of pausing: Strategic silence enhances speech clarity and perceived confidence. Discourse Processes, 59(2), 148–164. Curtin, S. & Derwing, T. (2020). Short daily oral reading boosts articulation and fluency. System, 94, 102–124. MacLeod, C. M. (2011). The production effect: Delineation of a phenomenon. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(2), 552–565. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press. Kang, E. Y. (2018). Peer feedback and self-recording in speaking tasks. System, 74, 214–225. Griffiths, R. (1990). Speech rate and pausing: A review. Language Teaching, 23(1), 43–56. Fox Tree, J. E. (2001). Listeners' uses of um and uh in speech comprehension. Memory & Cognition, 29(2), 320–326. Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and learning. John Benjamins Publishing. Trace, J., Janssen, G., & Meier, V. (2017). Mobile-assisted language learning: repeated speaking practice and fluency development. Language Learning & Technology, 21(3), 127–143.

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