Pedagogical Strategies and Digital Technologies for Developing EFL Speaking Skills: A Critical Review of Recent Research

Abstract

Mastery of English speaking skills is essential for communicative competence and for personal and professional development. However, many learners of English as a Foreign Language (EFL) experience difficulties developing oral proficiency, which may limit their academic, occupational, and social participation. This review addresses the following question: How can speaking skills be improved among EFL learners? It aims to synthesize theoretical and empirical evidence, classify effective pedagogical strategies and technological tools, evaluate reported outcomes, and identify research gaps. Using a hermeneutic literature review, 24 recent empirical studies were selected from SciELO, Open Access Theses and Dissertations (OATD), Google Scholar, ALICIA, and RENATI according to relevance, recency, and academic rigor; foundational works were also consulted to frame key concepts and theories. The evidence indicates that podcasts, cooperative learning, project-based learning, role-play, digital storytelling, mobile applications, and AI-supported tools can improve speaking performance when adapted to learners’ needs and contexts. The review also identifies a need for research on kinesthetic and emotional dimensions, culturally diverse groups, long-term effects, and low-resource settings. Overall, technology-enhanced tools appear most effective when integrated with context-sensitive, interaction-focused pedagogy.