In my 15 years of experience as a university English lecturer, I have observed that teaching speaking skills to non-English major students presents unique challenges and opportunities. These learners often lack confidence, have limited exposure to authentic English communication, and prioritize other academic fields. Therefore, it is essential to adopt engaging, practical, and student-centered approaches to help them build communicative competence.

First and foremost, creating a low-anxiety classroom environment is crucial. Many students fear making mistakes or being judged, which inhibits their willingness to speak. As educators, we must foster a supportive atmosphere where errors are viewed as part of the learning process. Encouraging peer support, using humor, and offering consistent positive reinforcement can help students feel more comfortable expressing themselves in English.

Task-based learning is another effective strategy. Instead of focusing solely on textbook dialogues, students should engage in real-life communication tasks such as role-plays, interviews, problem-solving discussions, and simulations. For instance, assigning students to simulate a job interview or conduct a short presentation on their field of study allows them to use English meaningfully. These tasks not only improve fluency but also enhance vocabulary and pronunciation through contextualized practice.

Moreover, integrating multimedia and technology can significantly boost engagement. Short videos, podcasts, and speech-recognition tools can serve as both models and practice tools for speaking. Recording students’ speaking for feedback, using language learning apps, or even participating in online speaking clubs provides opportunities for extended practice beyond the classroom.

To ensure effective learning, it is also essential to provide structured and personalized feedback. Rather than simply pointing out errors, teachers should highlight progress, provide models for improvement, and encourage self-reflection. One practical method is the “compliment-correct-compliment” technique, which maintains student motivation while offering constructive criticism.

Lastly, collaboration between students from different disciplines can be a powerful tool. Pairing students to work on interdisciplinary speaking tasks—such as presenting a solution to an environmental issue or explaining a scientific concept in simple terms—promotes not only language use but also critical thinking and cross-disciplinary communication.

In conclusion, helping non-English major students develop speaking skills requires creativity, empathy, and practical strategies that go beyond traditional language instruction. By combining a safe learning environment, meaningful tasks, technology integration, and personalized feedback, we can empower these learners to become confident and effective communicators in English.