Target language speaking competence is a skill both students and world language teachers desire to develop, yet it is often one of the weakest areas observed in secondary classrooms (Thompson & Mutton, 2022). To help improve student willingness to speak, educators should understand what intrinsically and extrinsically motivates learners. The proceeding literature review explores how studies on second language speaking motivation can inform instructional practices that foster student interpersonal skills. Pedagogy that empowers students to exercise control over their learning seems to motivate student speech. For example, providing choices in speaking topics, having readily accessible speaking scaffolds or resources, and guiding students through metacognitive tasks are methods instructors across disciplines can integrate that engage students in discourse. These student-centered strategies may cognitively prepare students to speak because they have opportunities to discuss familiar topics, practice, and receive feedback, which could reduce anxiety and increase speech fluency.