The effect of using Padlet on the development of english speaking skills in foreign language contexts

Resumen

This study critically synthesizes peer-reviewed literature on the use of Padlet as a pedagogical tool for developing EFL speaking skills, with particular attention to underrepresented South American contexts. A qualitative narrative review, following the adapted PRISMA 2020 guidelines, was conducted using Google Scholar, ERIC, Scopus, ScienceDirect, and regional repositories, covering the period 2014–2026. A total of 39 studies were selected after systematic screening. Padlet is theoretically grounded in Vygotsky's Sociocultural Theory and Computer-Assisted Language Learning frameworks. The most consistently documented effects are a reduction in foreign-language speaking anxiety and an increase in learner confidence. Evidence for direct effects on fluency, accuracy, vocabulary, and pronunciation remains indirect and methodologically constrained. While preliminary studies exist in Ecuador, empirically rigorous research on Padlet's specific impact on speaking sub-skills is virtually absent from the Latin American context, underscoring the need for quasi-experimental studies in this region.