INTEGRATING PUBLIC SPEAKING INTO EFL TEACHER EDUCATION CURRICULA: CHALLENGES AND OPPORTUNITIES

Abstract

Public speaking is an essential competency in English as a Foreign Language (EFL) teacher education; nonetheless, it continues to be one of the most challenging talents to cultivate and evaluate. This article employs a conceptual analysis, supplemented by a comparative evaluation of significant empirical and theoretical works, together with an interpretative synthesis, to delineate the systematic integration of public speaking within teacher-education curriculum. Evidence from various contexts reveals enduring obstacles—such as speaking anxiety, diminished confidence, insufficient practice, inconsistent assessment, and deficiencies in educator preparation—coupled with viable opportunities, including learner-centered pedagogy, project-based learning, targeted training in body language and vocal control, and technology-enhanced practice. We contend that public speaking ought to be seen as a fundamental component of communication competence rather than a supplementary element. The document presents a curriculum-level paradigm that amalgamates critical pedagogy, reflective practice, and digital literacy, delineating consequences for program directors, course designers, and practicum mentors. The contribution is a cohesive, multi-faceted model designed to inform programmatic decision-making in EFL teacher education.