The effectiveness of implementing technology in English language skills learning has proven in many contexts and countries around the world. However, in the EFL context in general and Libyan specifically, the full application of technology has been facing several challenges. Therefore, this article presents the findings of reviewing the literature of the implementation of digital technologies and authentic technology-based language learning in speaking skills. The time range of the literature from 2010-2023, the scope of the study was on English as a foreign language context. The findings of the review were categorized in two categories namely institutional and personal challenges. Institutional challenges included infrastructure, policies of utilization, lack of support, management and leadership, professional development, and lack of time. The personal factors are attitude, resistance to change, confidence and experience. The findings of the study could be the cornerstone study of challenges to be overcome for fully implementation of the digital technologies in EFL classroom. Based on our findings, the study suggests several implications and suggestions for better use of digital technology in delivering knowledge and enhancing English language learning and teaching in the digital era.