Classroom Interaction and Second Language Speaking Fluency: A Systematic Review

Authors

  • Mary Rose Dayanan Cebu Technological University-Consolacion
  • Angel Rhaine Jakosalem Cebu Technological University-Consolacion
  • Jean Lica Quimco Cebu Technological University-Consolacion
  • Joemar Miñoza Cebu Technological University - Consolacion
  • M. Saleh Yahya Himni Institut Studi Islam Sunan Doe

Keywords:

speaking skills, oral fluency, classroom interaction, collaborative learning

Abstract

This systematic review explores the role of classroom interaction in enhancing second language (L2) speaking fluency. Twenty-one peer-reviewed studies published between 2020 and 2025 were analyzed thematically and chronologically from ERIC, Scopus, and Google Scholar databases. Findings indicate that teacher-student and peer-to-peer interactions significantly improve learners’ confidence, engagement, and oral fluency. Structured classroom dialogue and feedback foster natural speech development, while collaborative tasks such as group discussions and role-plays encourage communicative competence. However, anxiety, fear of criticism, and large class sizes remain barriers to participation. The review suggests adopting balanced interactive strategies, low-stakes speaking tasks, and supportive classroom environments enhanced by digital tools to optimize fluency outcomes. Future studies should explore long-term impacts and the integration of emerging technologies in L2 pedagogy.

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Published

30-10-2025

Issue

Vol. 3 No. 1 (2025): October

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Articles

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Copyright (c) 2025 Mary Rose Dayanan, Angel Rhaine Jakosalem, Jean Lica Quimco, Joemar Miñoza, M. Saleh Yahya Himni

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