With over one decade of experience teaching English at the university level, I have had the privilege of working with a diverse range of students, particularly non-English majors. These learners often approach English with a mixture of anxiety and obligation, rather than passion. Therefore, helping them succeed in the TOEIC Speaking test requires more than just technical instruction—it demands a strategic, engaging, and supportive teaching approach. In this essay, I will outline several effective methods that I have found particularly beneficial in improving TOEIC Speaking performance among non-English majors.

First and foremost, building students' confidence is essential. Many non-English majors suffer from a lack of self-assurance when speaking in English, especially under test conditions. To counter this, I incorporate daily warm-up speaking activities such as short interviews, personal questions, or opinion sharing. These low-pressure tasks help students become accustomed to speaking spontaneously and reduce their fear of making mistakes.

Secondly, it is important to familiarize students with the test format. The TOEIC Speaking test consists of 11 questions divided into various task types—reading aloud, describing a picture, responding to questions, proposing a solution, and expressing an opinion. I dedicate time in each lesson to dissecting these task types, providing model answers, and identifying the criteria used in scoring, such as pronunciation, intonation, grammar, vocabulary, and coherence. Understanding what is expected allows students to focus their efforts and feel more in control.

Practice and repetition are also key. I use a cycle of “model – guided practice – independent practice” to help students internalize patterns of speech. For example, in the “Express an Opinion” task, I teach a three-part structure: introduction, reasons, and conclusion. Students first listen to sample answers, then practice with support, and finally produce their own responses. I provide personalized feedback focusing on both content and delivery, using audio recordings to track their progress over time.

Furthermore, I integrate technology and multimedia tools to enhance learning. Platforms like Google Classroom, Flipgrid, or mobile apps such as VoiceTube and ELSA Speak allow students to practice outside the classroom, receive instant feedback, and interact with their peers. This extended exposure is crucial for students who have limited contact with English in their daily lives.

Finally, making learning relevant and meaningful is crucial for motivation. I tailor speaking topics to students’ interests and academic backgrounds, encouraging them to use English as a real-life communication tool, not just a test requirement. For instance, engineering students might describe a machine, while business students might explain a marketing strategy. By connecting TOEIC tasks to their world, students are more likely to engage and perform well.

In conclusion, teaching TOEIC Speaking to non-English majors requires a thoughtful combination of confidence-building, structured practice, familiarity with the test format, use of technology, and contextual relevance. With the right guidance and encouragement, even students who once feared speaking English can develop the skills and self-assurance necessary to succeed. As educators, our role is not only to teach a test but to unlock our students’ potential as global communicators.