THE ROLE OF MODERN EDUCATIONAL TECHNOLOGIES IN ENHANCING SPEAKING SKILLS OF NON-LINGUISTIC LEARNERS
Abstract
The rapid digitalization of higher education has transformed the methodological landscape of foreign language instruction, particularly in the development of productive language skills. Among these, speaking remains one of the most demanding and pedagogically significant competencies for non-linguistic learners, whose academic specialization lies outside language studies. This article investigates the role of modern educational technologies in enhancing speaking skills among non-linguistic university students in English as a Foreign Language (EFL) contexts. The study aims to examine the pedagogical effectiveness of technology-integrated speaking instruction and to identify the extent to which digital tools contribute to oral fluency, pronunciation, vocabulary use, communicative interaction, and learner confidence. A mixed-methods research design was employed, combining theoretical analysis, classroom observation, questionnaire-based feedback, and a quasi-experimental instructional intervention involving control and experimental groups. The sample consisted of 48 undergraduate students from non-linguistic specialties, divided equally between the two groups. Over a ten-week instructional period, the experimental group received speaking instruction through mobile applications, multimedia presentations, voice-recording tasks, video-conferencing simulations, speech-recognition tools, and task-based digital speaking activities, while the