The Role of Modern Teaching Methods in Developing the Speaking Skills of Non-Philology Students

Abstract

The growing demand for graduates with strong oral communication competence has intensified the need to rethink language instruction for non-philological university students. Despite the widespread adoption of innovative pedagogical approaches, many higher education institutions continue to rely on teacher-centered practices that provide limited opportunities for authentic interaction, collaborative learning, and technology-supported speaking development. This gap highlights the necessity of an integrated instructional framework that aligns communicative language teaching with contemporary educational technologies.
This study aims to examine the effectiveness of an Integrated Technology-Enhanced Communicative Teaching Model (ITECTM) in developing the oral communication competence of non-philological university students and to identify the pedagogical factors that contribute most significantly to speaking performance.
A mixed-methods research design was employed involving undergraduate students from non-language disciplines. The instructional intervention combined task-based learning, collaborative activities, AI-assisted formative feedback, digital learning platforms, reflective peer assessment, and authentic professional communication tasks. Quantitative data were analyzed using descriptive and inferential statistical techniques, while qualitative data from interviews and reflective journals were subjected to thematic analysis.
The findings demonstrate that students who participated in the integrated instructional model achieved statistically significant improvements in oral fluency, interactional competence, pronunciation, vocabulary use, communicative confidence, and self-regulated learning compared with those receiving conventional instruction. The results further indicate that the synergy between educational technology, active learning strategies, and continuous formative feedback substantially enhances speaking competence and learner engagement.
The study introduces a novel pedagogical framework that integrates technology-enhanced communicative instruction into a unified model for non-philological higher education. The proposed framework provides both theoretical and practical contributions by offering an evidence-based approach to improving oral communication competence and supporting the digital transformation of language education in higher education.