Unlocking Speaking Skills: Current Research Insights for TESOL Educators

A classroom of students, predominantly women, are sitting in rows of chairs facing a female teacher with long blonde hair, who is standing with a pen and smiling at the class. A bingo cage is on a small table in the center, suggesting a game or interactive learning activity. The students are smiling and some are holding up their hands, while one is holding a phone.

Teaching speaking is a dynamic and evolving field in TESOL research. (📷:goneseoulsearching)

Speaking ability is more important today than ever. English has become a global language, making oral fluency a critical skill for learners in academics, career and daily life. Research emphasises that students need strong speaking skills to participate in international communication and achieve their goals. Yet it’s not easy: many learners remain shy or struggle to speak even after years of study. Studies report that limitations like crowded classes and little authentic practice time leave students short on real conversation practice. In fact, many students struggle with speaking because classrooms often lack opportunities for active communication. Understanding these challenges helps teachers empathise with learners and motivates us to find better solutions.

'What is oracy?' ▶️2m

Learning to speak well also builds confidence and community in the classroom. When students succeed in speaking, they feel proud and connected. Research shows that speaking in groups or with supportive peers can ease anxiety. For example, one study found that working in small groups is a popular coping strategy for anxious ESL learners. This peer support makes practice feel safer and more enjoyable. Overall, speaking is not just a skill – it’s a bridge to social connection and personal growth.

Technology and AI Tools for Speaking Practice

Modern technology is transforming how we teach speaking. Mobile devices are everywhere, and educators have new tools to give students extra practice outside class. In particular, AI-powered language apps have shown remarkable results. A recent study with Chinese university students found that those using an AI speaking app (with speech recognition and instant feedback) greatly outperformed their classmates in speaking tests. Specifically, the AI group made much bigger gains in pronunciation and fluency. This highlights how AI-driven apps can boost speaking skills, by giving personalised exercises and feedback that a classroom alone often cannot.

(📷:empowervmedia)

Apps and software now allow students to practice speaking anytime, even without a teacher in the room. For example, speech-to-text and chatbot features let learners rehearse conversations and check pronunciation instantly. Innovators have shown that students can role-play dialogues with AI bots and get instant feedback, making asynchronous practice both interactive and fun. Similarly, speech-recognition tools can correct pronunciation on the spot, so learners build confidence by hearing themselves improve. For teachers, AI is also useful: it can generate customised lesson materials, adapt activities to each student’s level, and track progress. In short, technology brings more speaking opportunities and tailored support, allowing us to “flip” practice into any time and place.

Task-Based and Communicative Methods

Alongside tech, proven teaching methods remain vital for speaking development. Task-based learning (TBLT) is a research-backed approach that focuses on real-world communication tasks. In TBLT, learners do activities like planning events or solving problems, using English in meaningful ways. Studies consistently find that task-based lessons improve speaking ability more than rote drills. For example, research shows that classrooms using TBLT have students with stronger oral skills and higher motivation. By centring lessons around authentic tasks (like organising a class trip), TBLT naturally encourages students to talk more and learn language “on the fly”.

Relatedly, the Communicative Approach (which priorities communication over grammar drills) remains influential. It stresses that students should practice speaking through discussion, role-plays, and other interactive activities. Current literature suggests that when lessons focus on communication goals, students internalise language and gain fluency. In practice, this means moving away from teacher monologues and giving learners space to express ideas, ask questions, and solve tasks together. Research on TBLT and communicative methods highlights that engaged, real communication in class leads to the biggest gains in speaking.

Flipped and Blended Learning

In recent years, blending online and in-class learning has helped boost speaking practice. The flipped classroom model is one such trend: students prepare at home (e.g., with videos or readings) and class time is devoted to active use of language. Flipped learning has proven especially effective for speaking. A Malaysian study found that middle-school students in a flipped English class made significant improvements in spoken English compared to traditional classes. This success was largely because flipped lessons provided more in-class speaking time and resources for practice. Students reported speaking with more confidence since they had extra time to prepare outside class.

Additionally, flipped classrooms can yield better organisation and fluency in student speech, as well as increased confidence during presentations. When the drillwork (like learning phrases or watching lectures) is handled on students’ own schedule, class becomes a dynamic workshop. Here, teachers guide group activities, give feedback, and focus on communication. In such settings, learners often overcome shyness faster, because they have had time to think and practice beforehand. Overall, emerging studies suggest that integrating online materials and interactive class practice (the flipped model) significantly enhances speaking skills and makes learning more student-centred.

Building Confidence: Overcoming Anxiety

A big part of teaching speaking is helping students feel confident. Many learners feel anxious about speaking (fear of mistakes or embarrassment is common). Research into language anxiety finds that teachers play a key role in easing this fear. For example, one study highlighted the importance of teacher support and peer collaboration to help learners cope with anxiety. In practice, this means creating a warm, non-judgemental class atmosphere. Celebrating effort and small successes encourages students to speak up.

Collaborative learning strategies are also powerful. Studies show that working in small groups is a popular way learners manage speaking anxiety. In groups, students tend to feel safer speaking, since mistakes are shared and peers provide help. Teachers can leverage this by using pair-work, role-plays, or team tasks so that no one feels all eyes are on them alone. Importantly, research indicates the teacher’s role shifts to a facilitator (guiding and supporting) rather than a “sage on the stage”. As students gain practice and see others like themselves succeed, their confidence builds. In short, research advises us to foster a friendly, supportive class community to help every student become a more willing speaker.

Inspiring Success and Connection

Teaching speaking isn’t just about techniques. It’s also about inspiring learners. When students share personal stories or discuss topics they care about, speaking becomes meaningful. Some studies on motivational strategies recommend using culturally rich or relevant content in speaking tasks, so learners feel connected to the material. For instance, integrating themes of community and positive outcomes can make a conversation exercise both learning and heartwarming. In other words, teachers should aim to light a spark of excitement: a project like “plan a community event in English” or discussions on caring topics can trigger enthusiasm and pride in speaking.

A classroom scene with a diverse group of college students, most of whom are raising their hands in a well-lit lecture hall with large windows. A male teacher, seen from behind, is gesturing toward the students with his finger, engaging them in a discussion. The students are smiling and appear enthusiastic, suggesting an interactive and positive learning environment.

Learning to speak well also builds confidence and community in the classroom. (📷:tesol.org)

Current TESOL research highlights multiple paths to effective speaking instruction. First, we reaffirm that speaking is essential for learners, especially in our globally connected world. Yet students face real challenges (limited practice and fear) which we must address. The good news from the literature is that innovative strategies are working. Task-based lessons and communicative activities consistently improve oral skills. Blended approaches like flipped classrooms give students more speaking time and have been shown to raise both fluency and confidence. Technology, especially AI and mobile apps, opens up exciting new practice opportunities, with research demonstrating clear gains in pronunciation and fluency when students use these tools. Importantly, each of these insights carries an inspiring message: even timid learners can become active speakers with the right support.

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