The acquisition of oral proficiency in English remains a central concern in secondary education globally, with teachers’ pedagogical beliefs exerting a profound influence on instructional practices and, consequently, student outcomes. This research article investigates the complex relationship between teachers’ beliefs, their classroom practices, and the development of students’ speaking skills in English as a Foreign Language (EFL) contexts. Drawing upon empirical studies, theoretical frameworks, and cross-cultural analyses, this paper critically examines how teachers’ conceptions of language learning shape pedagogical strategies, classroom interaction patterns, and the utilization of technological tools in fostering oral communication. The study synthesizes evidence from multiple educational settings, highlighting the alignment and misalignment between belief systems and actual classroom behavior. Through an extensive review of prior research, including case studies, surveys, and experimental interventions, this paper identifies key factors that contribute to effective speaking instruction, including teacher creativity, learner motivation, and integration of digital platforms. Moreover, the study explores the impact of global Englishes, sociocultural contexts, and learner affective variables such as anxiety and demotivation on speaking performance. Findings reveal that while teachers often endorse communicative and holistic approaches, actual classroom practices may be constrained by curriculum demands, resource limitations, and entrenched pedagogical traditions. The paper concludes with a set of theoretical and practical implications for teacher training, curriculum design, and policy development, emphasizing the necessity of bridging the belief-practice gap to optimize learners’ speaking outcomes. This research contributes to the broader discourse on language pedagogy by offering nuanced insights into the mechanisms through which teacher beliefs inform instructional behavior and how these, in turn, affect student engagement and proficiency in oral English.