The evolution of English as a Foreign Language (EFL) pedagogy has increasingly emphasized the integration of technology, learner autonomy, and teacher cognition to optimize communicative competence, particularly in speaking skills. Digital storytelling, extensive listening, and multimedia-assisted approaches have emerged as pivotal methodologies in promoting English speaking fluency among EFL learners. This study synthesizes a broad spectrum of contemporary research to examine the intersections between teacher beliefs, classroom practices, digital literacy, and learner-centered strategies within EFL contexts. Drawing from qualitative, mixed-method, and discourse-analytic studies, this article critically evaluates the role of figurative language, WebQuest applications, video-based speaking exercises, and supported extensive listening in fostering learner engagement, creativity, and fluency. The discussion highlights the theoretical underpinnings of teacher cognition, the practical implementation of technology-mediated learning, and the challenges in aligning pedagogical beliefs with classroom realities. Furthermore, the research interrogates the implications of digital storytelling for learner autonomy, creativity, and collaborative learning, while addressing the constraints posed by infrastructure, cultural factors, and teacher preparedness. The findings underscore the necessity of integrating multimodal learning tools with cognitive and affective strategies to enhance EFL speaking competence. By presenting a nuanced analysis of recent empirical evidence, this article contributes to a deeper understanding of how technology-enhanced methodologies and teacher beliefs collectively shape the efficacy of English language instruction.