Speaking is widely recognized as a central skill in second language acquisition, yet EFL (English as a Foreign Language) learners often encounter persistent challenges in achieving fluency, accuracy, and communicative competence. The complexity of oral proficiency arises from cognitive, psychological, and socio-cultural factors, which interact dynamically with the methods and strategies employed in language instruction. This study synthesizes contemporary research on enhancing speaking skills among EFL learners by integrating task-based learning, strategy instruction, and technology-mediated interventions. Drawing upon an extensive review of empirical studies, including the use of self-talk, voice chatting, games, multimedia, and motivation-driven approaches, this research elucidates how specific instructional strategies can mitigate speaking difficulties and foster learner autonomy. A qualitative-quantitative framework was employed, analyzing case studies, observational reports, and survey data from secondary, tertiary, and adult EFL learners in diverse cultural contexts. Results indicate that learners exposed to structured task-based activities demonstrate marked improvement in fluency, lexical variety, and confidence in oral production. The study also identifies key motivational factors, strategy preferences, and contextual variables that influence speaking performance. Limitations related to sample diversity, measurement consistency, and technology access are critically discussed. Finally, the paper provides recommendations for curriculum designers, teachers, and policy-makers to implement evidence-based practices in EFL classrooms, emphasizing the integration of cognitive, affective, and social dimensions of language learning. This comprehensive analysis contributes to bridging the theoretical-practical gap in EFL pedagogy, offering actionable insights for fostering effective speaking instruction.