The Development of Engineering Students’ Public Speaking Skills in English Classes: a Key to Confidence for Future Professionals

Introduction. The modern labor market in the national and international arena requires graduates of technical specialties to possess both professional skills and soft skills, in particular public speaking skills, the development of which increases the confidence and competitive advantage of future engineers. The purpose of the study is to examine the effectiveness of incorporating systematic public speaking practice in a foreign language course as a tool to increase self-assurance of engineering students. Materials and methods. The study was conducted during the 2024/2025 academic year at Saint Petersburg Mining University. It was attended by 90 second-year students of various technical specialties. To collect empirical data, a quantitative (statistical) method was applied using the survey, the results of which are presented in percentage terms. As part of the experiment, a pedagogical model was developed and implemented aimed at developing public speaking skills in foreign language classes. At the end of the course, a detailed analysis of the final public speeches of the participants was carried out based on predefined criteria. KEYWORDS Results. The results of the experimental teaching demonstrate the successful pedagogical model implementation and significant improvements in articulation, clarity of speech, communication competence, and self-confidence among students who have completed a course on developing public speaking skills. An analysis of the students' oral presentations according to the set criteria revealed that 90% of them fully met the requirements for receiving a positive assessment. Thus, 95% of the presentations were characterized by a logical structure and sequence of presentation, and in 85% of cases, the participants demonstrated the optimal pace of speech and fit into the rules. Mastery of argumentation methods was noted in 75% of students. The skills of interacting with the audience were demonstrated by 80% of the speakers. We have also recorded significant progress in self-control over non-verbal behavior. In general, 70% of the participants had a confident command of the material with minimal reliance on the text throughout the speech. The results of the experimental work and also the student reviews confirm that the inclusion of public speaking training in foreign language curricula directly increases students' readiness for an international career by developing essential communication skills. Conclusion. The results show the need to introduce the described pedagogical model into foreign language programs at technical universities so that new-generation engineers can not only create complex projects, but also present them convincingly. A promising area for further study is the long-term impact of these skills on the future careers of graduates and their effectiveness in intercultural dialogue.