The methodology of developing oral speech competence of future foreign language teachers in a digital educational environment

Abstract

This article examines the theoretical and practical aspects of improving the methodology for developing the oral speech competence of future foreign language teachers within a digital educational environment. Based on an analysis of scholarly literature, the structure of communicative competence and the place of oral speech competence within it are revealed. It is argued that digital technologies video-conferencing platforms, AI-based speech-analysis programs, and interactive distance tasks increase the speech activity of pre-service teachers and enable the simulation of authentic communicative situations. The article proposes a four-stage methodological model for developing oral speech in a digital educational environment: diagnosis, design, implementation, and assessment. A comparative analysis of traditional and digital methods is also presented. The purposeful use of digital tools contributes to the development of pronunciation accuracy, speaking fluency, communicative engagement, and independent speaking practice. Regular practice in digital environments, timely feedback, and reflective self-assessment also enhance the professional and communicative preparation of future foreign language teachers. The findings are of practical value for improving foreign language teacher-training programs at higher education institutions, as well as for in-service teacher professional development courses.