The present study investigates the perspectives of approximately 249 computer Science and Engineering diploma students at Parul University concerning their English-speaking skills and practices in the classrooms.  A structured questionnaire was used to collect quantitative data on frequency of the use of English language, comfort levels, participation in speaking activity, Feedback mechanisms, and perceived challenges. The findings reveal that nearly 36.5 % of the students reported neutral comfort level in speaking English, and most indicated limited classroom speaking practice. Students showed more interest inclusive and learning activities. The data also reveals that the students showed a strong preference for interactive activities such as group discussions and role play in the classroom.  The study recommends integrating a dedicated, learner-cantered spoken English model into the curriculum to enhance communicative competence among technical students.