Public speaking competence is increasingly considered one of the most essential skills for university students, as it directly influences academic performance, employability, and professional growth. Having said that, teaching public speaking remains a demanding pedagogical task because it involves a combination of linguistic, psychological, and methodological challenges. Research indicates that many learners suffer from public speaking anxiety and low self-confidence, which limit their ability to perform effectively even when they possess sufficient linguistic knowledge. In addition, the insufficient integration of innovative instructional formats and digital technologies, along with the lack of systematic professional development for teachers, aggravates the problem. Cultural and employability dimensions further complicate the teaching process, as students need to develop intercultural competence and professional identity in addition to mastering linguistic skills. This article, based on analytical and comparative methods, synthesizes theoretical and empirical findings to propose recommendations for more effective pedagogical approaches in higher education.
| Mualliflar | Уринова, Уразгул |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-10-12 |
| Jild | 9 |
| Son | 1 |
| Betlar | 260-266 |
| Til | Ingliz |
Публичная речь, педагогика, речевая тревожность, уверенность в себе, трудоустройство, подготовка учителей, высшее образование, коммуникативные навыки, межкультурная компетенция, методические подходы, Public speaking, pedagogy, speech anxiety, self-confidence, employability, teacher training, higher education, communication skills, intercultural competence, instructional methods
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