Enhancing scientific communication skills through Elevator Pitch instruction in ESP classes at technical universities

Importance. In the context of increasing interdisciplinarity and the globalization of science, a critical skill for modern researchers is the ability to communicate effectively with diverse audiences. In this regard, the Elevator Pitch genre holds particular significance. As a concise and compelling presentation format, it enables researchers to capture attention for their work, establish professional connections, and secure funding for their projects. Integrating the teaching of this genre into ESP courses for students at technical universities can foster the development of scientific communication skills. Such training not only enhances their ability to articulate research ideas but also prepares them for active participation in the global professional arena. The purpose of the study is to evaluate the impact of Elevator Pitch training on the scientific communication skills development among students of technical universities in foreign language classes.

Materials and Methods. The study employed experimental learning methods and conducted statistical data analysis using the Student’s t-test. The experiment was integrated into the English for Research Purposes course at the Moscow Institute of Physics and Technology (MIPT). The study involved 3rdyear bachelor’s students (N = 132) in all areas of training. The experimental group was exposed to targeted tasks designed to develop Elevator Pitch skills, while the control group followed the standard curriculum. At the control stage, the effectiveness of the experimental and control groups was compared in conditions replicating professionally-oriented situations (role-playing games “Job Interview” and “Sell Your Research”), which are characterized by the use of the self-presentation genre. The effectiveness of self-presentation was assessed based on the following criteria: a) structure of the presentation; b) adaptation of speech to a specific audience; c) stylistic design of speech; d) timing. The assessment was conducted using a combination of instructor and peer assessments.

Results and Discussion. Compared with the students of the control group, the students of the experimental group showed a statistically significant increase in skills (p ≤ 0.05) according to criteria such as presentation structure, speech adaptation to the audience, speech stylistic design and timing. Peer assessment in role-playing games demonstrated audience preference for students who learned Elevator Pitch in the experimental group (61 % preference for the EG in the Job Interview game and 64 % preference for the EG in the Sell Your Research game). These results underscore the effectiveness of the Elevator Pitch training in enhancing students’ ability to communicate complex scientific ideas clearly and persuasively.

Conclusion. Students in the experimental group demonstrated significant improvement in key areas of scientific communication skills, including self-presentation and the ability to effectively present research in simulated real-world scenarios. Elevator Pitch training is a highly effective pedagogical tool for fostering scientific communication skills among students in technical universities. Incorporating Elevator Pitch preparation tasks into foreign language curricula not only enhances students' ability to engage in professional communication but also facilitates the establishment of academic and professional networks.