<![CDATA[The integration of digital tools within blended learning environments has become increasingly central to English as a Foreign Language (EFL) instruction at the university level, particularly for developing speaking skills which require spontaneous interaction and extended practice opportunities. However, the evidence base remains fragmented, with existing reviews often aggregating across educational levels and geographical contexts, thereby limiting generalizability to tertiary EFL settings. This systematic literature review aims to synthesize empirical evidence on the types, effectiveness, and implementation challenges of digital tools used in blended learning to improve EFL speaking skills among university students. Following PRISMA guidelines, a systematic search of Google Scholar yielded 447 records, with 24 peer-reviewed empirical studies published between 2021–2026 meeting inclusion criteria. Data were extracted and analyzed using a convergent integrated approach. Findings reveal that Learning Management Systems, video-based tools, and synchronous conferencing platforms are most widely adopted, while AI-powered and immersive technologies remain nascent. Fluency and vocabulary emerged as the most consistently improved speaking sub-skills, followed by learner confidence and engagement, whereas coherence and grammar demonstrated selective gains. Technical infrastructure instability, inadequate teacher training, and AI’s discourse-level limitations constitute persistent challenges, mitigated by scaffolded instructional design, immediate personalized feedback, and peer collaboration. The review concludes that pedagogical intentionality and institutional readiness, rather than technological sophistication alone, determine successful integration.]]>
