In this study, the literature on the effects of being able to speak English as a foreign language on students is examined. The students mentioned are the students who do not speak English as their mother tongue. The aim is to determine the effects of being able to speak English during an English-dominated education process. The education mentioned is not the learning of English. It is any study area that students prefer. According to literature, the effects of being able to speak English may vary according to the level of speaking skills. That level determines the types of impacts which are either positive or negative. The positive impacts are far reaching and can support learners’ personal development bridging over social and career development of the learners. It develops self-confidence providing learners entrepreneurship which has considerable effects on developing their careers. While the fluency of speaking English has several stimulating and formative effects, the weakness of speaking skills causes difficulties. Difficulties that students face and encouraging and shaping effects are psychological, social and academic. The non-English learners feel uncomfortable when they need to speak English. The lack of ability makes them silent and shy. Under such circumstances, learners are affected negatively as psychologically, socially and academically in the long run. The effectiveness of the process depends on students, teachers, society and their cooperation with each other.