Transforming English Speaking Instruction Through Digital Technology Integration: A Systematic Literature Review
TL;DR
The findings showed that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning, and indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction.
Abstract
Speaking is one of the most challenging language skills for English as a foreign language (EFL) learners to master, while advances in digital technology have created new opportunities to address this challenge. This study aimed to identify the types of digital technologies used in English speaking instruction, analyze their effectiveness, and describe the challenges associated with their implementation. This study employed a Systematic Literature Review (SLR) method following the PRISMA 2020 protocol. Searches were conducted in the Google Scholar and ERIC databases, covering articles published between 2021 and 2026. Ten articles were selected for analysis using content analysis. The findings showed that the digital technologies applied were categorized into five groups: mobile-assisted language learning, short-video social media platforms, synchronous computer-mediated communication, artificial intelligence (AI), and immersive technologies. Among the ten reviewed articles, seven reported positive effects on speaking fluency, vocabulary use, self-confidence, and motivation; however, improvements in pronunciation and speaking anxiety were not consistently observed. The main challenges identified included technical issues, the need for user training, limited personalization of technological feedback, and students’ preference for direct interaction. These findings indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning.