| Sumario: | This review synthesizes comparative research on English language proficiency and speaking skill development across government and private educational institutions in diverse global contexts, including South Asia, East Africa, and other multilingual regions. Drawing on studies conducted in Pakistan, India, Ethiopia, Kenya, Nepal, and Tanzania, alongside pedagogical literature on speaking sub-skills and communicative methodologies, the paper identifies significant trends in English language teaching (ELT), disparities in learning outcomes, and key factors shaping learners' proficiency. Across the reviewed literature, private school learners consistently demonstrate superior performance, owing to greater exposure to English, more robust institutional language policies, and the adoption of communicative, student-centered instructional practices. Furthermore, research addressing the implications of COVID-19, the role of language of instruction, and the effectiveness of task-based approaches underscores the importance of learner-centered and contextually responsive ELT strategies. The review concludes with recommendations for strengthening ELT practices in government schools to promote more equitable and effective language learning outcomes.
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