The Role of Interactive Technologies in Enhancing Speaking Skills of Future English Teachers

This article explores the role of interactive technologies in enhancing the speaking skills of future English teachers. In contemporary teacher education, speaking is not merely one of the language skills; it is a core professional competence that enables future teachers to explain ideas clearly, manage classroom discourse, participate in academic communication, and model effective language use for learners. At the same time, the rapid growth of interactive technologies such as Web 2.0 tools, video-based platforms, virtual reality, AI-powered chatbots, and multimedia applications has transformed the ways in which speaking can be taught, practiced, assessed, and reflected upon. This study adopts a conceptual and integrative review approach and synthesizes classical scholarship on speaking and communicative competence with recent studies on digital and interactive technologies in teacher education and language learning. The analysis shows that interactive technologies can improve fluency, pronunciation, confidence, willingness to communicate, self-efficacy, and reflective speaking practice when they are integrated into pedagogy purposefully. The article also argues that future English teachers need not only opportunities to speak through technology, but also the pedagogical competence to evaluate, adapt, and employ such tools in their future classrooms. The study concludes that teacher education programs should systematically integrate interactive technologies into speaking-oriented methodology courses, microteaching, reflection, and assessment in order to prepare communicatively competent and digitally literate English teachers.

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