Abstract

The rapid integration of digital technologies into language education has intensified the importance of digital literacy in supporting students’ speaking skill development. Speaking is widely regarded as one of the most challenging skills for learners of English as a Foreign Language (EFL) due to its cognitive, linguistic, and affective demands (Blake, 2016; Payne, 2020). This systematic literature review examines how digital literacy is implemented in speaking instruction and identifies the challenges teachers face when integrating digital tools to enhance students’ speaking skills. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework, this review analyzed empirical studies published between 2000 and 2024. Searches were conducted in Scopus, Web of Science, ERIC, and Google Scholar. Following rigorous screening and eligibility procedures, 56 peer-reviewed articles reporting 58 empirical studies were included in the final synthesis. The findings indicate that teachers employ a wide range of digital tools, including mobile-assisted language learning applications, artificial intelligence–based platforms, automatic speech recognition systems, asynchronous video discussions, and immersive environments, to support speaking practice, pronunciation accuracy, fluency, and learner confidence (Bashori et al., 2024; Fathi et al., 2024; Jaramillo Cherrez & Nadolny, 2023). However, persistent challenges remain, such as unequal access to digital resources, limited teacher digital literacy, curriculum constraints, and inconsistent learner engagement (Shadiev & Yang, 2020; Shabani & Jabbari, 2023). Overall, the review underscores that digital literacy in speaking instruction extends beyond technical tool use and requires pedagogically informed integration to be effective.
Keywords: digital literacy; speaking skills; technology-enhanced language learning; EFL; systematic literature review.

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