Teaching EFL Speaking through Communicative Tasks in Saudi Higher Education: A Systematic Review of Teacher Practice, Learner Engagement, and Contextual Factors

Abstract

This review examines empirical research on communicative tasks for teaching English as a foreign language (EFL) speaking in Saudi higher education. It asks how tasks are designed and implemented, what learner-engagement and speaking outcomes are reported, and which teacher-related and contextual factors support or constrain their use. The review uses predefined eligibility criteria and a search plan covering Scopus, Web of Science, ERIC, and LLBA, with reporting guided by PRISMA 2020. At the present stage, 11 candidate studies have been assembled for initial consideration; database searches, full-text screening, and final eligibility decisions remain incomplete. A preliminary reading of these candidates points to varied oral activities, including role plays, discussions, problem-solving, and task-based instruction. Reported findings suggest potential benefits for speaking performance and learner engagement, alongside influences such as teacher practice, learner confidence and choice, and institutional conditions. Because the evidence set is provisional and the studies vary in design and outcome measures, these observations are not final review findings and should not be generalized. The completed review will establish the eligible evidence base and synthesize it across the three research questions.