The development of speaking proficiency in a second language (L2) remains a pivotal objective within global English language education. Despite extensive research on linguistic pedagogy, challenges persist in fostering learner autonomy, intrinsic motivation, and effective communicative competence among diverse learner populations. This study synthesizes theoretical frameworks and empirical findings from humanistic, task-based, and motivational perspectives to explore comprehensive strategies for enhancing L2 speaking proficiency. Utilizing qualitative research methodologies, including thematic analysis of classroom observations and interviews with English as a Foreign Language (EFL) instructors, this research investigates the interplay between teaching approaches, assessment practices, and learner agency. The findings indicate that integrating humanistic pedagogy, task-based learning, and motivational scaffolding promotes higher levels of learner engagement and autonomous speaking behaviors. The study also emphasizes the washback effects of high-stakes assessments, highlighting the need for alignment between testing and instructional practices to avoid counterproductive outcomes. Limitations related to context-specific factors, sample diversity, and assessment constraints are addressed. The implications underscore the importance of designing learner-centered curricula that holistically consider motivation, autonomy, and communication skills. Recommendations for policy, instructional design, and future research include the systematic incorporation of autonomy-supportive teaching, humanistic values, and reflective assessment practices to advance L2 speaking competence across heterogeneous educational contexts.