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Abstract
This systematic review investigates the effectiveness of the Engage–Study–Activate (ESA) framework in developing speaking competence in English as a Foreign Language (EFL) contexts. Drawing on open-access studies published between 2018 and 2025, the article analyzes ESA’s theoretical foundations and its practical impact on learner engagement, fluency, accuracy, and classroom interaction. The findings indicate that ESA provides a structured yet flexible lesson model that balances emotional involvement, focused language instruction, and communicative practice. The review also identifies research gaps and highlights implications for effective speaking pedagogy in diverse educational settings
References
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