AI-Enhanced Speaking Practice in Upper-Secondary EFL Classroom: A Systematic Review of Recent Evidence

This systematic review examines AI-enhanced speaking practice in upper-secondary EFL classrooms, synthesizing empirical evidence from 21 studies published between January 2020 and March 2025. The study addresses persistent challenges in English teaching in Ecuador, where students frequently fail to achieve required oral competency levels. The research identifies AI tools such as conversational chatbots, automatic speech recognition systems, and adaptive learning platforms as promising solutions to overcome structural limitations like large class sizes and limited instructional time. Findings reveal significant improvements in fluency and communicative confidence, especially in blended models combining AI practice with teacher guidance. The study highlights the transformative potential of AI tools to provide individualized practice, immediate feedback, and low-anxiety practice environments, particularly relevant in resource-constrained educational contexts.