The aim of this study is to deepen the understanding of how language teachers in modern languages (Spanish, French, and German) use oral exercises to promote students’ language development. Two main research questions guide the study:

• How teachers describe the contribution of oral exercises to language learning
• Which factors they consider essential for these exercises to be effective?

The empirical material consists of semi-structured interviews with six language teachers working at both lower and upper secondary school levels. The results highlight the importance of a safe classroom environment where students feel confident to speak. Common methods include pair work, role-play, reading aloud, and everyday interactions in the target language. The teachers adapt the exercises based on students’ individual needs using open questions, simplified tasks, and supportive tools such as conversation cards. The findings show that oral exercises help improve pronunciation, language fluency, and students’ self-confidence. However, challenges such as large class sizes, limited time, and students’ anxiety about speaking in front of others are also reported. The study draws on sociocultural theory (Vygotsky) and didactic theory to analyze how oral activities support language acquisition. The conclusion is that oral exercises are central to language teaching and should be tailored to students’ diverse levels and needs. Teacher engagement, structured planning, and pedagogical flexibility are key factors in successfully fostering oral language development.