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This work considers the development of foreign language dialogical speech skills of students of non-linguistic areas of training in EFL classes at higher school. The theoretical part of the research examines the concept of dialogical speech, its main features, and its role in the formation of communicative competence. Special attention is paid to chatbots as innovative digital tools that can simulate communicative situations, provide regular interaction, reduce the psychological barrier in speaking, and support students’ independent language practice. The practical part of the work presents a model for integrating chatbots into the process of teaching dialogical speech, as well as a system of chatbot-based exercises developed with reference to the coursebook materials. The exercises are organized according to the stages of dialogical speech development and are aimed at forming students’ ability to initiate, maintain, clarify, and complete dialogue in a foreign language. The pedagogical experiment described in the work involved an experimental group and a control group. The results of entry and control diagnostic testing showed positive dynamics in the experimental group, which confirms the effectiveness of using chatbots for developing foreign language dialogical speech skills. It was found that the methodologically grounded integration of chatbots into EFL instruction can increase the amount of dialogical practice, support learner autonomy, and create conditions for more flexible and interactive foreign language communication.