This systematic literature review investigates how artificial intelligence (AI) tools, particularly ChatGPT and similar applications, impact the speaking skills of learners of English as a Foreign Language (EFL). The review incorporated 15 empirical studies published between 2015 and 2025, adhering to the PRISMA framework to ensure transparency and comprehensiveness. Findings indicate that AI tools can enhance key aspects of speaking proficiency, including fluency, pronunciation accuracy, and learner confidence and motivation. Furthermore, the AI-generated environment provides learners with low-anxiety, interactive opportunities to practise speaking anytime and anywhere, thereby promoting engagement and autonomy. However, certain limitations and challenges persist, such as inaccurate speech recognition, limited contextual understanding, and a lack of emotional or paralinguistic feedback. Overreliance on AI-generated dialogue may also diminish authentic communication skills. Despite these issues, AI tools demonstrate significant potential when effectively integrated into classroom teaching as pedagogical assistants rather than substitutes for instructors. This review underscores the necessity for further longitudinal and large-sample studies, alongside investigations into diverse learner populations and refinements to AI feedback mechanisms. Ultimately, the research highlights both transformative opportunities and practical constraints in integrating AI tools into English speaking pedagogy, offering valuable insights for language teachers, learners, and researchers interested in AI-assisted language education.

Artificial Intelligence (AI), AI Tools, ChatGPT, English as a Second Language (EFL), Second Language Acquisition (SLA), Speaking Skill