Teaching speaking skills in ELT: A Systematic review of classroom practices (2000-2024)

Abstract

Teaching speaking skills is a central component of English Language Teaching (ELT), as oral communication is often considered the most immediate and practical measure of language proficiency. In recent decades, classroom practices for developing learners’ speaking competence have evolved significantly, influenced by communicative approaches, technological advancements, and learner-centered pedagogies. This systematic review examines contemporary classroom practices used in teaching speaking skills in ELT contexts, with the aim of identifying dominant instructional strategies, emerging innovations, and persistent challenges. Drawing on peer-reviewed studies published within the last two decades, the review synthesizes evidence on communicative language teaching, task-based learning, interaction-focused activities, pronunciation instruction, and the integration of digital tools in speaking pedagogy. Findings indicate that interactive and collaborative practices, such as role plays, group discussions, debates, and project-based speaking tasks, are widely effective in promoting fluency, confidence, and communicative competence. However, the review also highlights barriers including large class sizes, limited exposure to authentic communication, learner anxiety, and insufficient teacher training. The study further reveals a growing trend toward blended learning environments and technology-mediated speaking activities, which offer new opportunities for learner engagement and feedback. Overall, this review underscores the need for pedagogically sound, context-sensitive, and inclusive approaches to speaking instruction. The study concludes by recommending future research directions focusing on underrepresented contexts, innovative assessment practices, and sustainable professional development for speaking-focused ELT instruction.