DIGITAL PEDAGOGICAL APPROACHES TO TEACHING SPEAKING SKILLS IN EFL HIGHER EDUCATION

Abstract

            This study investigates the impact of gamification on students’ speaking fluency in English as a Foreign Language (EFL) contexts. The research aims to identify key trends, dominant themes, and research gaps in the field by conducting a systematic review and bibliometric analysis of Scopus-indexed publications from 2005 to 2025. A total of 143 publications were initially identified, of which a refined sample was selected following PRISMA guidelines to ensure methodological relevance and quality. The findings reveal a significant increase in scholarly interest in gamification and digital learning environments, particularly after 2015, reflecting the growing integration of technology into language education. The thematic analysis indicates that gamification, motivation, and student engagement represent the core research areas, while speaking fluency remains an emerging and underexplored topic. The keyword co-occurrence network demonstrates that gamification is closely associated with educational technologies, learner psychology, and motivational factors, highlighting its multidimensional nature. The results further show that gamification enhances speaking fluency by increasing learners’ motivation, reducing anxiety, and promoting active participation in communicative tasks. Game-based elements such as rewards, challenges, and interactive activities contribute to a more engaging and supportive learning environment, fostering students’ confidence and willingness to speak. However, the effectiveness of gamification depends on factors such as instructional design, teacher competence, and alignment with learning objectives. The study concludes that gamification is a promising pedagogical strategy for improving speaking fluency in EFL contexts. At the same time, it identifies a critical research gap in empirical studies focusing specifically on oral communication skills, suggesting the need for further experimental and longitudinal research.