<![CDATA[This study investigates how non-verbal Artificial Intelligence (AI) avatars can help reduce speaking anxiety and support English language acquisition in English as a Foreign Language (EFL) classrooms. It is based on the framework of "Silent Interaction Pedagogy," which prioritizes receptive understanding and visual cues over immediate spoken production. To examine this approach, methodologically, this study utilized a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. After searching Google Scholar, and ERIC, this study selected 14 empirical articles published between 2010 - 2026 for detailed analysis. The thematic synthesis of these papers revealed four core dimensions: (1) the features of low-anxiety EFL learning environments; (2) the role of non-verbal AI avatars as scaffolded learning tools; (3) silent interaction as an inclusive pathway for diverse learners; and (4) the practical and technological challenges of integration. The findings show that non-verbal AI avatars allow students to learn vocabulary and understand context by using visual cues, bypassing the fear of negative evaluation by teachers or peers. This paper also provides recommendations for teachers to develop their technology skills (TPACK) to use these tools effectively.]]>
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