ENHANCING ENGLISH SPEAKING SKILLS THROUGH STEAM-BASED LEARNING ACTIVITIES

Abstract. This paper investigates the effectiveness of STEAM (Science, Technology, Engineering, Arts, and Mathematics) -based learning activities in enhancing English speaking skills among language learners. The study explores how interdisciplinary STEAM tasks create authentic communicative contexts that motivate learners to engage in meaningful spoken interaction. Drawing on sociocultural theory, task-based language teaching (TBLT), and content and language integrated learning (CLIL), the research argues that STEAM activities provide rich linguistic scaffolding opportunities while simultaneously developing critical thinking and collaborative competencies. The findings suggest that learners exposed to STEAM-integrated instruction demonstrate measurable gains in spoken fluency, accuracy, and communicative confidence compared to those receiving traditional instruction. Practical implications for English language teachers and curriculum designers are discussed.