Enhancing Oral Proficiency: A Systematic Review of EFL Speaking Strategies
Abstract
Extant literature on oral pedagogy remains restricted to isolated institutional evaluations, creating a gap regarding the structural evaluation of global speaking interventions. To address this deficit, this review evaluates EFL speaking strategy literature published between 2015 and 2025 adhering to PRISMA 2020 guidelines. Out of 119 records, 18 articles focusing on strategy interventions with full-text availability were selected based on indexing criteria. Methodological auditing indicates a dominance of quantitative and experimental research designs. Thematic extraction establishes an interconnected four-cluster strategy taxonomy: Digital Technology and AI-Based Learning, Cooperative Strategy and Social Interaction, Instructional Pedagogy, and Affective Strategies. Synthesized findings show a shift from traditional protocols toward interactive instructional ecosystems. Immersive technology-mediated tools autonomously lower students' affective filters while cooperative designs maximize talking time. However, intervention success remains moderated by regional infrastructure readiness and educational levels. Meanwhile, teacher feedback safeguards structural accuracy, shifting oral pedagogy from error minimization toward communicative competence.
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DOI: https://doi.org/10.31004/jele.v11i5.2695
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