Scholarlink

<p>This systematic review explores how Input-Based Instruction (IBI) supports the development of speaking skills among English as a Foreign Language (EFL) learners. Guided by the PRISMA framework, studies were systematically retrieved from the Scopus database, encompassing publications from 2010 to 2025. A total of 1,153 records were identified through Scopus and an additional 37 through other sources, yielding 1,190 records overall. After removing 628 duplicates, 562 studies were screened, of which 265 met the inclusion criteria and were retained for detailed analysis. The review focuses on six key IBI approaches: Processing Instruction, Input Flood, Input Enhancement, Meaning-Focused Input, Lexical Input Instruction, and Task-Based Input. The findings suggest that well-structured input before speaking practice can significantly enhance learners’ fluency, accuracy, and ability to produce spontaneous speech. The review also highlights the growing contribution of technology-enhanced approaches such as digital storytelling, AI-assisted learning, mobile-assisted language learning (MALL), and interactive video-based instruction which have shown measurable improvements in oral proficiency ranging from 55% to 85%. Overall, this review emphasizes the complementary relationship between traditional input methods and emerging digital tools. It calls for more adaptive, hybrid models that blend input- and output-based learning to foster communicative competence. By linking theory with empirical findings, the study offers valuable insights for researchers and educators aiming to enhance EFL speaking instruction.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Input-based instruction as a teaching strategy for enhancing EFL speaking skills: a systematic review

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月1日

查看全文
  • Yaqin Zhang,
  • Wan Jumani Fauzi,
  • Hafizoah Kassim

摘要

This systematic review explores how Input-Based Instruction (IBI) supports the development of speaking skills among English as a Foreign Language (EFL) learners. Guided by the PRISMA framework, studies were systematically retrieved from the Scopus database, encompassing publications from 2010 to 2025. A total of 1,153 records were identified through Scopus and an additional 37 through other sources, yielding 1,190 records overall. After removing 628 duplicates, 562 studies were screened, of which 265 met the inclusion criteria and were retained for detailed analysis. The review focuses on six key IBI approaches: Processing Instruction, Input Flood, Input Enhancement, Meaning-Focused Input, Lexical Input Instruction, and Task-Based Input. The findings suggest that well-structured input before speaking practice can significantly enhance learners’ fluency, accuracy, and ability to produce spontaneous speech. The review also highlights the growing contribution of technology-enhanced approaches such as digital storytelling, AI-assisted learning, mobile-assisted language learning (MALL), and interactive video-based instruction which have shown measurable improvements in oral proficiency ranging from 55% to 85%. Overall, this review emphasizes the complementary relationship between traditional input methods and emerging digital tools. It calls for more adaptive, hybrid models that blend input- and output-based learning to foster communicative competence. By linking theory with empirical findings, the study offers valuable insights for researchers and educators aiming to enhance EFL speaking instruction.