Year: 2025
Type: conference-paper
Abstract: Oral proficiency is often the single most visible outcome by which learners and programs are judged, yet speaking remains one of the hardest skills to teach well in English as a Foreign Language (EFL) setting. Limited exposure to authentic interaction outside class, large heterogeneous groups, anxiety, and fossilized errors all conspire to keep many learners at a plateau. Over the last three decades, however, a body of research has converged on a set of “speaking strategies” that—when explicitly taught and consistently recycled—can help students overcome communicative breakdowns, stretch output, and ultimately become more autonomous speakers [4]. This annotation synthesizes key strategy types, summarizes representative classroom applications, and highlights cautions and unresolved questions for practitioners.
Author: Vasyl Siladi
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W7084037851
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