Abstract
<jats:title>Abstract</jats:title> <jats:p>This chapter examines the use of mixed methods research in studies of speaking within applied linguistics. Speaking is a complex, context‐dependent skill, and research in this area benefits from approaches that integrate both quantitative and qualitative data. Quantitative methods such as tests and questionnaires allow researchers to measure changes in speaking performance, anxiety, and perception across groups. In contrast, qualitative tools like interviews, classroom observations, and student artefacts offer insight into learners' experiences and instructional contexts. By combining these perspectives, mixed methods research provides a more comprehensive understanding of speaking competence and pedagogy. This article reviews key studies that illustrate the strengths and limitations of this approach and discusses methodological considerations specific to speaking‐related research. In addition, we address the emerging role of generative artificial intelligence (GenAI) in speaking assessment and instruction, exploring how it is being integrated into pedagogical design and how it may shape future research and classroom practice.</jats:p>