Abstract
Padlet is an emerging digital wall in classroom contexts to enhance language skills. However, studies specifically synthesize the use of it in EFL speaking classes are limited. This systematic literature review aimed at presenting a critical overview related to the use of Padlet in EFL speaking classes. To achieve this aim, there were 9 out of 1137 empirical studies used which were retrieved from database such as Google Scholar, Scopus, Crossref, Semantic Scholar from 2018 to 2024. This study used the Preferred Reporting Items for Systematic Review Meta-analysis (PRISMA) guidelines, Publish or Perish software, and Mendeley Reference Cite software. The studies conducted in English speaking countries and non-empirical studies were excluded. The findings showed that the classroom action research and quasi-experimental designs were the most common methods used. Padlet was used as a pedagogical tool in different contexts and in integration with other digital tools. The impacts of Padlet were not only on EFL speaking skills, but also on students’ internal factors including students’ learning motivation, perception, attitude, willingness to communicate, and international posture. This study provided synthesis of the use of Padlet as a pedagogical tool in EFL speaking classes.