Published Paper Details:

The integration of Information and Communication Technology (ICT) into English language teaching has fundamentally transformed the pedagogical landscape for developing speaking skills, particularly in contexts where learners face systemic barriers to oral proficiency. This paper presents a comprehensive review of prominent ICT tools - encompassing podcasting platforms, video-conferencing applications, language learning apps, artificial intelligence-powered pronunciation coaches, digital storytelling environments, and gamified speaking tools - and evaluates their pedagogical efficacy within established theoretical frameworks, including Communicative Language Teaching (CLT), the Common European Framework of Reference for Languages (CEFR), and Vygotsky's Zone of Proximal Development. Drawing on empirical studies and classroom-based research, the paper argues that strategically deployed ICT tools can substantially reduce affective barriers to spoken communication, promote authentic language use, and accelerate proficiency gains. Furthermore, the paper highlights the critical need to combine ICT integration with differentiated instructional approaches to address the linguistic heterogeneity characteristic of contemporary classrooms. Challenges including digital equity, teacher preparedness, and the risk of decontextualised technology use are critically examined. The paper concludes with implications for practitioners, curriculum designers, and policy makers committed to leveraging technology for meaningful oral language development.