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The aim of the research is to develop and substantiate the effectiveness of a project-based methodology for enhancing English public speaking skills among students of non-linguistic fields of study. The research sets the following goals: -To examine public speaking as a component of professional communicative competence. -To analyze the theoretical foundations of project-based learning in foreign language education. -To identify the specific difficulties faced by non-linguistic students in mastering English public speaking. -To determine the specifics of teaching English to students of non-linguistic majors. -To develop a project-preparation lesson and a project-based framework aimed at improving public speaking skills. -To experimentally test the effectiveness of the proposed methodology in an academic setting. The relevance of the research is determined by the increasing importance of oral communication in English for future specialists in non-linguistic fields, as well as by the need for effective pedagogical tools that can support the development of students’ public speaking abilities. Non-linguistic students often experience difficulties related to limited vocabulary, insufficient speech organization, lack of confidence, and low readiness for spontaneous oral interaction. In this context, project-based learning appears to be a productive approach because it integrates language practice with meaningful communication, collaboration, and independent problem solving. The research is based on the analysis of Russian and foreign scientific literature in the fields of linguodidactics, pedagogy, communicative competence, and project-based learning, as well as on the study of educational standards, teaching materials, and methodological sources. The empirical part of the study includes needs analysis, classroom observation, experimental teaching, and assessment of students’ oral performance according to defined criteria. The study resulted in the development of a project-preparation lesson and a structured project-based model for improving public speaking skills in English. The proposed methodology creates conditions for gradual skill development, from vocabulary activation and speech structuring to oral presentation and audience interaction. The findings confirm that project-based learning can be an effective means of developing public speaking competence in non-linguistic majors and can be recommended for use in English language teaching at the university level.

• INTRODUCTION
• CHAPTER 1. THEORETICAL FOUNDATIONS FOR DEVELOPING ​PUBLIC SPEAKING SKILLS USING THE PROJECT METHOD IN ​ENGLISH LANGUAGE
  • 1.1 Public speaking as a component of professional communicative competence
  • 1.2 The project method in education: history, key principles, and typology
    • 1.2.1 Historical Development of the Project Method
    • 1.2.2 Conceptual Foundations and Definitions
  • 1.3 Critical Considerations and Implementation Challenges
• CONCLUSIONS ON CHAPTER 1
• CHAPTER 2. PRACTICAL IMPLEMENTATION AND EXPERIMENTAL EVALUATION OF THE PROJECT-BASED METHODOLOGY FOR ​STUDENTS OF NON-LINGUISTIC MAJORS
  • 2.1 Specifics of teaching english to students of non-linguistic fields of study
  • 2.2 A practical implementation of a project-based method aimed at developing public speaking skills
  • 2.3 Analysis of the results and methodological recommendations for ​educators
• CONCLUSIONS ON CHAPTER 2
• CONCLUSION
• REFERENCES
• APPENDIX