Abstract
Identifying and addressing speaking challenges is crucial for teachers to foster language acquisition. Additionally, the pedagogical approach employed by language teachers exerts a profound influence on students' linguistic development. Therefore, the present research focuses on oral difficulties faced by rural technical students and outlines tailored strategies for speaking improvement according to their specific needs. Data is collected through a combination of qualitative and quantitative methods in two engineering institutions affiliated with Jharkhand University of Technology, Ranchi India. The data instruments include questionnaires, interviews, observations and video recordings. Speaking challenges identified include student reticence, procrastination, anxiety and deficits in other language skills. Remedial strategies, implemented for one year, involved creating an encouraging environment, emphasizing sustained participation in speaking exercises, integrating continuous oral assessments, consistent practice and revision. The research result highlights the success of these approaches in demonstrating commendable proficiency in speaking skills among target students. Therefore, this study contributes valuable insights for teachers aiming to enhance oral communication in similar contexts with potential applications on a global scale. The research findings carry significant implications across various domains, offering numerous noteworthy outcomes and applications in education, language teaching and professional growth. The potential beneficiaries span a wide spectrum including students pursuing technical education, professionals in corporate environments and individuals involved in language acquisition endeavors.