DEVELOPING ACADEMIC ORAL COMMUNICATION SKILLS: EXPERIENCE OF A PRACTICAL COURSE

Abstract

The article analyzes the features of developing academic oral communication skills of higher education students within language training. The practical experience of implementing the elective course “The Art of Presentation” is examined, aimed at the step-by-step development of public speaking skills in English as a component of academic communicative competence. Within the study, scholarly approaches to the interpretation of academic oral communication, communicative competence, and soft skills are summarized, and the role of critical thinking in the process of academic oral interaction is defined. The main focus is placed on describing the practical component of the course, which is implemented as a stepby- step system of instructional stages. Work on the structure of an academic speech is characterized, including the development of skills related to logical organization of ideas, clear formulation of a thesis, and construction of argumentation. Methodological approaches to developing spontaneous oral speech through short unprepared presentations are analyzed, contributing to the formation of quick thinking skills, speech flexibility, and confidence in oral expression. Tasks aimed at developing skills of participation in academic discussion are analyzed, particularly those related to asking questions and providing reasoned answers during the question-and-answer session following a presentation. Special attention is paid to working with verbal and non-verbal means of communication, which helps to understand their role in enhancing the effectiveness of public speaking. Considerable attention is given to the development of skills in creating visual support for presentations, analyzing common mistakes, and coordinating oral speech with graphical materials. The possibilities of using digital tools and artificial intelligence technologies in preparing public presentations are also examined, emphasizing the need for their conscious and critical use as auxiliary learning tools.