A methodological model for developing oral foreign language speech in polylingual students of creative specialties (based on the English language)

The research aims to develop, theoretically substantiate, and experimentally verify a methodological model for developing oral foreign language (English) speech in polylingual students of creative specialties. The article addresses the pressing issue of forming spontaneous professional communication skills in a foreign language within a polylingual educational environment. Based on an analysis of contemporary approaches, the structure of an integrated model is proposed, centered around five interconnected didactic principles: accounting for the polylingual environment, professional orientation, interactivity, soft skills development, and the creation of a digital environment. The scientific novelty of the study lies in the creation of a unified methodological system based on a synthesis of polylingual, professional-creative, and digital approaches, specifically adapted to the speech development tasks of future arts specialists. A set of specialized exercises simulating real-life professional interaction scenarios was proposed and tested. As a result of a pedagogical experiment, the effectiveness of the model for developing oral foreign language speech in polylingual students of creative specialties was confirmed. Positive dynamics were recorded across all oral speech assessment criteria (range, accuracy, fluency, interaction, and coherence), with a notable shift in students’ proficiency levels from A2 toward B1 and B2 on the Common European Framework of Reference for Languages (CEFR) scale. The results substantiate the expediency of implementing this model into the educational process.