The development of English as a Foreign Language (EFL) learners’ speaking skills remains a persistent challenge across diverse educational contexts, influenced by pedagogical, linguistic, and sociocultural factors. Despite the proliferation of English instruction globally, learners frequently encounter barriers that hinder fluency, accuracy, and confidence in oral communication. This study explores the integration of flipped classroom strategies, the 5E instructional model, task-based instruction, and interactive digital modules in enhancing EFL learners’ speaking proficiency. The research synthesizes findings from multiple educational contexts, including hybrid and online learning environments, to provide a comprehensive framework for improving speaking outcomes. A detailed review of literature reveals the theoretical underpinnings of inquiry-based learning, technology-mediated instruction, and learner-centered pedagogies. Methodologically, the study employs a qualitative-interpretive approach, emphasizing descriptive analysis and thematic synthesis of empirical evidence from global studies. Results indicate that structured flipped classrooms, when combined with interactive modules and task-based activities, significantly improve learners’ communicative competence, confidence, and engagement. Further, contextual adaptation to learners’ cultural, institutional, and technological realities enhances pedagogical effectiveness. The discussion provides an in-depth analysis of the interplay between instructional design, learner motivation, and technological mediation, highlighting limitations related to access, teacher readiness, and curriculum alignment. Future research directions include the development of scalable e-learning modules, integration of embodied and culturally grounded pedagogies, and longitudinal studies measuring sustained speaking skill gains. This study contributes to the field of applied linguistics and EFL pedagogy by offering a multidimensional approach to addressing speaking challenges, emphasizing evidence-based strategies, and advocating for inclusive, adaptive learning frameworks.