EVIDENCE-BASED METHODS FOR IMPROVING ENGLISH SPEAKING SKILLS

Abstract

Speaking is consistently identified as the most difficult skill for EFL learners to develop across proficiency levels, yet instructional guidance specific to CEFR bands remains fragmentary in the literatur This article synthesises empirical research and evidence-based pedagogy to identify the most effective methods for improving spoken English at each stage of the A1-to-C1 continuum.A systematic review of published studies  was conducted, focusing on intervention studies, longitudinal learner corpora, and meta-analyses of speaking instruction. Studies were selected across six CEFR levels, with methods classified by activity type, feedback mode, and cognitive demand.Findings indicate that optimal methods shift substantially across proficiency levels: structured imitation and guided repetition dominate at A1-A2; task-based interaction and chunking are central at B1-B2; and strategic discourse management, extended register work, and self-monitoring are the defining features of progress at C1.No single method is universally effective. Proficiency-sensitive instruction — matched to the learner's current CEFR level and targeting the specific bottlenecks characteristic of each stage — yields the greatest gains in spoken fluency, accuracy, and communicative range.