Technology Integration to Enhance the Speaking Proficiency of English Language Learners: A Systematic Review

English language proficiency, particularly speaking, is essential for learners to engage meaningfully in the language classroom. This article reports review results from research published between 2019 and 2025 (n = 15) on the perceptions and experiences of English language learners regarding the influence of mobile technology integration on speaking proficiency. We downloaded articles from established databases, search engines, and journals to conduct thematic synthesis, drawing on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework to identify themes. Review results indicated that learners across contexts reported an improvement in their language proficiency when mobile technology was integrated into speaking practice. Although there were challenges, such as technical, socio-emotional, quality, and voice-recognition issues, the strategies learners used proved effective. Similarly, upon reviewing the methodological trends concerning this issue, it was found that mixed methods were predominantly used as the research approach, interviews were employed for data collection, and thematic analysis was utilized to analyze the data. The findings guide practitioners and policymakers in developing classroom strategies, teaching-learning approaches, and mobile technology policies that support the improvement of learners' speaking proficiency.