This article examines a model for improving oral communication skills in a foreign language among military school cadets. The aim is to show how pedagogical practices such as digital storytelling, translanguaging, and simulation-based training can help cadets speak clearly and effectively in a foreign language. We use a literature review approach. The insights are drawn from research on language teaching, military academy training, and simulation methods.  

Oral communication, foreign language, cadets

Brooks, R., & Waters, J. (2011). Student mobilities, migration and the internationalization of higher education. Springer.

Kozub, T. (2017). Education reforms in post-Soviet countries: Challenges and opportunities. International Journal of Educational Development, 55, 124-132.

Ismailov, T., & Zayariddinov, B. (2019). Local development and education policies in Central Asia. Central Asian Journal of Educational Research, 3(2), 45-60.

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st-century classroom. Theory into Practice, 47(3), 220-228.

García, O., & Wei, L. (2014). Translanguaging: Language, bicognition and education. Palgrave Macmillan.

Gaba, D. M. (2004). The future of simulation in health care: pedagogy and technology. Simulation in Healthcare, 4(1), 40-44.

Ohler, J. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and engagement. Corwin.

Skerlavaj, M., Song, J. H., & Bordonaba-Backer, V. (2018). The art of storytelling and its impact on communication skills. Journal of Business and Psychology, 33, 123-135.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2013). Teachers’ beliefs and technology integration practices. Journal of Educational Computing Research, 49(3), 276–298.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.