In the context of rapid technological advancement and globalization, software engineering graduates are increasingly expected to demonstrate not only strong technical expertise but also advanced communicative competence in English. Speaking competence, in particular, has become a critical component of professional effectiveness, enabling future engineers to participate in international teams, articulate design decisions, negotiate solutions, and collaborate within agile development environments. This article explores the potential of collaborative learning as a pedagogical approach to developing speaking competence among software engineering students in English-medium instruction contexts. The article argues that collaborative learning creates authentic communicative conditions that foster meaningful interaction, promote negotiation of meaning, and enhance learners’ oral proficiency. Pedagogical implications for higher education institutions and curriculum designers are argued.

collaborative learning, speaking competence, software engineering, ESP, sociocultural theory, interactionist approach, pair programming, project-based learning, disciplinary discourse, professional identity

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