ENHANCING MONOLOGIC SPEAKING SKILLS IN EFL STUDENTS THROUGH INTERDISCIPLINARY CONTENT
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monologic speaking, EFL (English as a Foreign Language), interdisciplinary content, content-based instruction, foreign language teaching, speaking skills development, project-based learning, language fluency, discourse competence, communicative language teachingAbstrak
The article explores the effectiveness of using interdisciplinary content to improve monologic speaking skills in English as a Foreign Language (EFL) students. It emphasizes how integrating subject matter from various academic disciplines such as science, history, or the arts into language instruction fosters deeper engagement, contextual learning, and improved discourse competence. By linking language development with content-rich topics, the study shows that students become more confident and coherent in delivering extended monologues. The article also highlights pedagogical strategies and classroom practices that support the interdisciplinary approach, including project-based learning, critical thinking tasks, and content-driven discussions. The findings suggest that interdisciplinary teaching not only enhances fluency and vocabulary but also nurtures learners’ ability to organize and express complex ideas in a foreign language.
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