Abstract
Spontaneous speaking is widely recognized as one of the most challenging skills for those who learn of English as a Foreign Language (EFL), as it requires a real-time language production under emotional and cognitive pressure. The article presents a theoretical analysis approach to examine the psychological, linguistic and pedagogical factors influencing the development of spontaneous speaking skills in the context of EFL learning. Drawing on international and Kazakhstani researchers the study synthesizes findings related to speaking anxiety, audience perception, instructional methodology, topic familiarity and linguistic automatization. The analysis demonstrates that spontaneous speaking ability emerges from the dynamic interaction of cognitive constraints, effective variables and classroom practices. This article concludes that effective development of spontaneous speaking requires integrated pedagogical approaches that simultaneously address learners’ emotional readiness, strengthen their linguistic automaticity and provide supportive communicative environment.