Developing Professional Speaking Competence and Digital Didactic Assessment Methodology for Law Students (The Case of Padlet Platform)

This academic paper investigates the methodological framework for enhancing professional speaking competence and specialized legal terminology acquisition among law students through the implementation of digital didactic platforms, specifically focusing on the Padlet interactive environment. In contemporary legal education, traditional teacher-centered approaches frequently fail to provide adequate opportunities for active communicative practice, legal discourse assimilation, and formative evaluation within limited classroom hours. To resolve these challenges, this study proposes a structured methodological model incorporating asynchronous audio-visual tasks, case simulations, and multi-criteria rubrics. Empirical evaluations and pedagogical observations indicate that integrating Padlet significantly reduces foreign language anxiety, stimulates learner autonomy, ensures precise contextual utilization of legal terminology, and transforms assessment into an ongoing formative learning mechanism. The findings offer valuable implications for English for Specific Purposes (ESP) curriculum design and higher education digitalization.