IMPROVEMENT OF PEDAGOGICAL MECHANISMS IN EVALUATING THE PROCESS OF SPEAKING ENGLISH AS A PEDAGOGICAL PROCESS

This article explores the enhancement of pedagogical mechanisms for evaluating the process of speaking English, positioning it as a fundamental pedagogical process within language education. The focus is on integrating contemporary assessment techniques that align with communicative competence and linguistic proficiency. Through qualitative and quantitative analyses, this study proposes a multi-dimensional evaluation framework that supports educators in effectively assessing and facilitating English speaking skills in diverse educational settings.