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The work is devoted to the study of the issue of enhancing PhD students’ monologue speech skills using visual supports. The objectives of the study are as follows that were solved in terms of the study: specifying the terms “oral production”, “monologue speech” and systemizing the approaches to developing monologue speech skills; presenting the classification of visual aids and analyzing their usage in EFL settings; identifying the peculiarities of teaching English for academic purposes to PhD students majoring in technical sciences; developing a system of monologue preparation exercises for improving PhD students’ speaking skills using visual supports; evaluating the effectiveness of using the proposed set of exercises in EAP settings. This work showcases the efficiency and rationale behind implementing visual aids to develop foreign language monologue speech abilities in PhD students from non-linguistic backgrounds. It delves into the potential of incorporating visual aids in creating educational materials aimed at advancing monologue skills for adult learners in EAP settings. A list of criteria for assessing students’ EFL speaking proficiency is developed. A system of exercises has been proposed and tested, demonstrating its efficacy in practice. The developed system of exercises proved to be more effective in developing monologue speech skills among PhD students of low and middle level proficiency comparing with PhD students of high-level proficiency. To prove the reliability of the obtained results the paired Student’s t-test was used.