INNOVATIVE PEDAGOGICAL APPROACHES FOR ENHANCING SPEAKING FLUENCY IN UNIVERSITY EFL LEARNERS

Abstract

This article investigates innovative pedagogical approaches designed to enhance speaking fluency among university-level EFL learners. It focuses on strategies that integrate technology-enhanced learning, including AI-powered pronunciation tools, speech analysis apps, and video-based platforms, which provide learners with opportunities for individualized, low-pressure practice and immediate feedback. Additionally, the study explores task-based learning, where learners engage in authentic communication activities such as debates, role-plays, project presentations, and problem-solving tasks, promoting spontaneity, coherence, and negotiation of meaning. Collaborative learning methods are also emphasized, highlighting how pair and group activities encourage peer interaction, reduce anxiety, and increase overall speaking time. Furthermore, the article examines metacognitive strategy training, including goal-setting, self-monitoring, and reflective exercises, which empower learners to plan, evaluate, and regulate their own speaking performance. The study demonstrates that combining these student-centered, creative approaches leads to increased confidence, improved accuracy, faster and more fluent communication, and greater learner autonomy. Practical recommendations are provided for implementing these techniques effectively in university English classrooms.