The way students communicate has shifted dramatically in recent years. Written and asynchronous communication (text messages, emails, voice notes, etc.) have replaced real-time, face-to-face interactions, to the extent that studies indicate many young people experience anxiety when answering phone calls. This trend is also reflected in academia: students increasingly avoid in-person discussions, opting instead to ask questions through emails or AI-based tools such as ChatGPT rather than attending office hours with professors. The decline in direct verbal communication raises concerns about students’ ability to develop critical soft skills, such as structured speech, real-time reasoning, and professional oral expression—essential skills for engineers entering an increasingly competitive job market.

Despite the importance of these competencies, engineering programs are progressively reducing oral tasks, such as presentations, in favor of written submissions and digital reports. Even less common are oral exams, where students must articulate and defend theoretical concepts in real time, exposing gaps in their understanding that might remain unnoticed in written assessments. This study examines the impact of reintroducing oral examinations in two engineering courses: Industrial Electrical Installations (Master’s level) and Electrical Machines (undergraduate).

In Industrial Electrical Installations, students work in groups of three on a semester-long project and defend their findings in an oral exam. This format ensures that all group members have acquired the necessary competencies, preventing cases where some students carry out all the work while others disengage. In Electrical Machines, students perform laboratory sessions followed by an individual oral exam, where they must safely and effectively conduct one of the practical experiments without external aids. Before executing any action, they must verbally justify their decisions and explain each step to ensure compliance with safety protocols.

These exams challenge students to step out of their comfort zones and face real-time questioning, forcing them to structure their thoughts clearly, react dynamically to follow-up inquiries, and communicate effectively under pressure. Initial findings suggest that while students struggle with the format at first, they recognize its long-term benefits for professional and academic development.

Finally, we will discuss strategies to reintegrate oral assessment methods into engineering curricula in a way that balances their advantages (enhanced comprehension, improved verbal reasoning, and stronger professional communication) with their challenges (increased student anxiety, logistical constraints, and grading subjectivity). By addressing these concerns, this study aims to provide recommendations to strengthen oral communication skills in future engineers.

Keywords: Oral examination, communication skill, engineering program.