IMPROVING THE METHODOLOGY FOR DEVELOPING THE SPEAKING COMPETENCIES OF FUTURE ENGLISH TEACHERS

This article presents an in-depth exploration of advanced methodological enhancements for developing speech competencies in prospective English language teachers, focusing on the persistent challenges in cultivating effective speaking skills and proposing comprehensive, research-supported solutions. It examines linguistic, affective, pedagogical, and contextual barriers, advocating for task-based, technology-augmented, reflective, and collaborative paradigms rooted in sociocultural and communicative theories. By integrating microteaching lesson study, AI/VR tools, screencast feedback, spoken reflection, and performance-based assessment, the proposed framework aims to overcome anxiety, limited exposure, and instructional misalignment, fostering high-level oral proficiency essential for exemplary language teaching.