An Integrative Review of the Components Required for Designing and Developing an EFL Teaching-Speaking Intervention
Article Sidebar
Main Article Content
Abstract
Designing and developing instructional interventions for English language teaching (ELT) has been a central focus of second language (L2) research, particularly concerning the development of speaking skills. This study aims to identify the essential components required for the design and development phases of instructional interventions, which was achieved through an integrative literature review of previous research on teaching speaking. Given the extensive empirical research on this topic, only literature published between 2020 and May 2024 was considered. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was adopted by the current study. The thematic analysis of the 21 selected studies identified six key components necessary for designing and developing teaching speaking interventions, with the module serving as the primary form of intervention. These components include “performance assessment,” “intervention timeframe,” “materials selection,” “lesson arrangements,” “language proficiency,” and “learning objectives.” Results also demonstrate that instructional interventions can enhance L2 learners’ speaking proficiency. This study provides suggestions for the design and development of L2 speaking interventions, such as teaching modules, to ensure curricular sustainability.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134. https://doi.org/10.3102/0034654308326084
Alderson-Day, B., & Fernyhough, C. (2015). Inner speech: Development, cognitive functions, phenomenology, and neurobiology. Psychological Bulletin, 141(5), 931–965. https://doi.org/10.1037/bul0000021
Alghmadi, K. A. (2024). Enhancing EFL Saudi university students’ speaking proficiency through TED talks. Journal of Pedagogical Research, 8(1), 159–171. https://doi.org/10.33902/JPR.202424730
AlSaqqaf, A., Yang, Y., & Hu, K. (2024). The effectiveness of the incentive autonomous learning strategies (IALS) module to improve Chinese non-English major undergraduates’ EFL speaking proficiency. Journal of Language Teaching and Research, 15(3), 843–852. https://doi.org/10.17507/jltr.1503.17
Bataineh, R. F., Migdadi, A. S., & Al-Alawneh, M. K. (2020). Does Web 2.0-supported project-based instruction improve Jordanian EFL learners’ speaking performance? Teaching English with Technology, 20(3), 25–39.
Boonteerarak, P. (2021). The development of a communicative English training curriculum for Thai counter clerks in convenience stores. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 115–142.
Buerkle, A., O'Dell, A., Matharu, H., Buerkle, L., & Ferreira, P. (2023). Recommendations to align higher education teaching with the UN sustainability goals–A scoping survey. International Journal of Educational Research Open, 5, Article 100280. https://doi.org/10.1016/j.ijedro.2023.100280
Burns, A. (2019). Concepts for teaching speaking in the English language classroom. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 1–11.
Cheng, M. T., Cheng, F. C., & Tien, C. C. (2026). Instructional modules integrated with a mobile learning game to improve senior high school students’ science learning and science identity. Journal of Research in Science Teaching. Advance online publication. https://doi.org/10.1002/tea.70046
Cho, Y. (2022). Comparing integrative and systematic literature reviews. Human Resource Development Review, 21(2), 147–151. https://doi.org/10.1177/15344843221089053
Chou, M. H. (2021). An integrated approach to developing and assessing EFL students’ speaking ability and strategy use. Language Education & Assessment, 4(1), 19–37. https://doi.org/10.29140/lea.v4n1.428
Connolly, T. C., Boyle, E. A., Hainey, T. Macarthur, E. & Boyle, J. M. (2012). A Systematic literature review of empirical evidence on computer games and serious games. Computers and Education, 59, 661–686. https://doi.org/10.1016/j.compedu.2012.03.004
Eccius-Wellman, C., & Santana, J. C. (2020). Variables that influence language proficiency in students from public and private high schools in Mexico. MEXTESOL Journal, 44(2). https://www.mextesol.net/journal/index.php?page=journal&id_article=20210
el Majidi, A., de Graaff, R., & Janssen, D. (2024). Debate as a pedagogical tool for developing speaking skills in second language education. Language Teaching Research, 28(6), 2431–2452. https://doi.org/10.1177/13621688211050619
Göktürk, Ö., Çalışkan, M., & Öztürk, M. S. (2020). The effects of creative drama activities on developing English speaking skills. Journal of Inquiry Based Activities, 10(1), 1–17.
Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta‐analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11(2), 181–217. https://doi.org/10.1002/jrsm.1378
Han, Z. (2023). In English medium instruction you can walk and chew gum. Frontiers in Psychology, 14, Article 1134982. https://doi.org/10.3389/fpsyg.2023.1134982
Harackiewicz, J. M., & Priniski, S. J. (2018). Improving student outcomes in higher education: The science of targeted intervention. Annual Review of Psychology, 69, 409–435. https://doi.org/10.1146/annurevpsych-122216-011725
Hasaniyah, N., Hula, I. R. N., Arif, M., Bahri, R. B. H., Miolo, M. I., Sarif, S., & Mariana, A. (2023). Development of Arabic speaking teaching materials based on tourism anthropology: A validator’s assessment. International Journal of Membrane Science and Technology, 10(2), 1130–1143. https://doi.org/10.15379/ijmst.vi.1342
Heinzmann, S., Paul, S., Hilbe, R., Schallhart, N., & Cuenat, M. E. (2023). Development of productive language skills through language exchange in primary schools in Switzerland–An exploratory intervention study. European Journal of Applied Linguistics, 11(1), 98–131. https://doi.org/10.1515/eujal-2021-0024
Hentasmaka, D., Cahyono, B. Y., Basthomi, Y., & Puspitasari, Y. (2022). The effect of embedding phonological awareness training on adult EFL learners’ phonological awareness skill. European Journal of Educational Research, 11(4), 2023–2030. https://doi.org/10.12973/eu-jer.11.4.2023
Hu, K., & AlSaqqaf, A. (2024). Chinese business English undergraduates’ speaking proficiency: A developed-module effect. International Journal of Evaluation and Research in Education, 13(5), 3579–3586. http://dx.doi.org/10.11591/ijere.v13i5.29624
Ilishkina, D. I. (2025). Rethinking the evaluation of educational intervention effectiveness through Activity Theory: A mobile app example. Frontiers in Education, 10, Article 1532376. https://doi:10.3389/feduc.2025.1532376
Irianti, L., Faridi, A., Pratama, H., & Suwandi. (2024). Flipped classroom and critical thinking on public speaking class. Cogent Education, 11(1), Article 2315815. https://doi.org/10.1080/2331186X.2024.2315815
Jeong, S., Han, S. J., Lee, J., Sunalai, S., & Yoon, S. W. (2018). Integrative literature review on informal learning: Antecedents, conceptualizations, and future directions. Human Resource Development Review, 17(2), 128–152. https://doi.org/10.1177/1534484318772242
Kafipour, R., & Khoshnood, A. (2023). Effect of feedback through dynamic assessment on EFL field-dependent and field-independent learners’ speaking skill development. Frontiers in Education, 8, Article 1049680. https://doi.org/10.3389/feduc.2023.1049680
Kovačević, D. (2023). Design of ESP course for groups of students from different departments within humanities and social sciences. Journal of Teaching English for Specific and Academic Purposes, 11(1), 281–291. https://doi.org/10.22190/JTESAP230214020K
Lahn, L. C., & Klette, K. (2022). Reactivity beyond contamination: An integrative literature review of video studies in educational research. International Journal of Research & Method in Education, 46(1), 1–18. https://doi.org/10.1080/1743727X.2022.2094356
Lara‐Alecio, R., Tong, F., Irby, B. J., Guerrero, C., Huerta, M., & Fan, Y. (2012). The effect of an instructional intervention on middle school English learners’ science and English reading achievement. Journal of Research in Science Teaching, 49(8), 987–1011. https://doi.org/10.1002/tea.21031
Lee, O., Deaktor, R. A., Hart, J. E., Cuevas, P., & Enders, C. (2005). An instructional intervention’s impact on the science and literacy achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 42(8), 857–887. https://doi.org/10.1002/tea.20071
Limgomolvilas, S., & Wudthayagorn, J. (2022). Designing a drug-dispensing test task using the SPEAKING grid. rEFLections, 29(1), 232–246. https://doi.org/10.61508/refl.v29i1.258954
Lin, H. Y., & Tsai, S. C. (2021). Student perceptions towards the usage of AR-supported STEMUP application in mobile courses development and its implementation into English learning. Australasian Journal of Educational Technology, 37(3), 88–103. https://doi.org/10.14742/ajet.6125
Lubbe, W., ten Ham-Baloyi, W., & Smit, K. (2020). The integrative literature review as a research method: A demonstration review of research on neurodevelopmental supportive care in preterm infants. Journal of Neonatal Nursing, 26(6), 308–315. https://doi.org/10.1016/j.jnn.2020.04.006
Mahdi, D. A. (2022). Improving speaking and presentation skills through interactive multimedia environment for non-native speakers of English. SAGE Open, 12(1). https://doi.org/10.1177/21582440221079811
Maley, A., & Peachey, N. (2017). Integrating global issues in the creative English language classroom: With reference to the United Nations Sustainable Development Goals. British Council.
Mallillin, L. L. D. (2022). Teaching and learning intervention in the educational setting: adapting the teacher theory model. International Journal of Educational Innovation and Research, 1(2), 99–121. https://doi.org/10.31949/ijeir.v1i2.2493
Menggo, S., Jem, Y. H., Guna, S., & Beda, R. (2023). Watch and practice: Effectiveness of using WhatsApp as a multimedia tool in boosting speaking competence during the COVID-19 pandemic in Indonesia. International Journal of Information and Education Technology, 13(1), 143–150. https://doi.org/10.18178/ijiet.2023.13.1.1789
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoSMed, 6(7), Article e1000097. https://doi.org/10.1371/journal.pmed.1000097
Mykytiuk, S., Lysytska, O., Melnikova, T., & Mykytiuk, S. (2022). Facebook as a flexible ubiquitous learning space for developing speaking skills. IAFOR Journal of Education, 10(1), 109–133. https://doi.org/10.22492/ije.10.1.06
Nasab, Z. H., & Rahimi, M. (2023). The impact of multimedia-enhanced STEAM activities on foreign language learners’ development of oracy skills and willingness to communicate. Bulletin of Education and Research, 45(2), 67–92.
Nget, S., Pansri, O., & Poohongthong, C. (2020). The effect of task-based instruction in improving the English speaking skills of ninth-graders. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 208–224.
Ogbeiwi, O. (2017). Why written objectives need to be really SMART. British Journal of Healthcare Management, 23(7), 324–336. https://doi.org/10.12968/bjhc.2017.23.7.324
Ostovar-Namaghi, S. A., Morady Moghaddam, M., & Veysmorady, K. (2024). Empowering EFL learners through cognitive apprenticeship: A pathway to success in IELTS speaking proficiency. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688241227896
Öztürk-Pat, Ö., & Yilmaz, M. (2021). Impact of creative drama method on students’ speaking skills. Journal of Theoretical Educational Science, 14(2), 223–245. https://doi.org/10.30831/akukeg.740277
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10, Article 98. https://doi.org/10.1186/s13643-021-01626-4
Phoeun, M., & Sengsri, S. (2021). The effect of a flipped classroom with communicative language teaching approach on undergraduate students’ English speaking ability. International Journal of Instruction, 14(3), 1025–1042. https://doi.org/10.29333/iji.2021.14360a
Ryshina-Pankova, M., Barthold, W., & Barthold, E. (2021). Enhancing the content-and language-integrated multiple literacies framework: Systemic functional linguistics for teaching regional diversity. System, 96, Article 102403. https://doi.org/10.1016/j.system.2020.102403
Şahin, T. G. (2023). The effect of body language-centered drama activities on students’ speaking skills in secondary school Turkish teaching. International Journal of Contemporary Educational Research, 10(3), 762–784. https://doi.org/10.52380/ijcer.2023.10.3.561
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Stoller, F. L., & Grabe, W. (1997). A six-T's approach to content-based instruction. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 78–94). Longman.
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020). How study environments foster academic procrastination: Overview and recommendations. Frontiers in Psychology, 11, Article 540910. https://doi.org/10.3389/fpsyg.2020.540910
Syarifudin, S. (2019). An instructional model for enhancing EFL learners’ speaking proficiency. Edulangue, 2(1), 86–97. https://doi.org/10.20414/edulangue.v2i1.922
Thaosiri, S., & Chano, J. (2022). The development of an instructional model based on social cognitive theory to enhance English listening and speaking skills for grade 6 students in small size schools. Journal of Educational Issues, 8(2), 20–40. https://doi.org/10.5296/jei.v8i2.19919
Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4, 356–367. https://doi.org/10.1177/15344843052782
Van den Akker, J. (2013). Curricular development research as specimen of educational design research. In T. Plomp & N. Nieveen (Eds.), Educational design research. Part A: An introduction (pp. 53–70). Netherlands Institute for Curriculum Development.
Yenkimaleki, M., & van Heuven, V. J. (2023). Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study. Language Teaching Research. Advance online publication. https://doi.org/10.1177/136216882312050
Zak, A. (2021). An integrative review of literature: Virtual exchange models, learning outcomes, and programmatic insights. Journal of Virtual Exchange, 4, 62–79. https://doi.org/10.21827/jve.4.37582
Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (Eds.). (2020). Systematic reviews in educational research. Springer VS.
