For engineering graduates to effectively communicate complicated technical information to a variety of audiences, efficient communication is a vital ability. Even with the focus on technical knowledge, many engineering students still struggle with language proficiency, which includes communication, comprehension, and vocabulary learning. This study investigates how Group Discussion Tasks (GDT) might be used as a teaching technique to improve engineering graduates' language skills. The study examines how participating in GDTs enhances speaking and listening abilities, broadens technical vocabulary, and develops analytical skills in engineering contexts using a mixed-methods approach Furthermore, focus groups and surveys offered qualitative information about how students viewed the GDTs. The findings showed that students' communication abilities had significantly improved, especially in the areas of expressing complicated concepts, applying discipline-specific terminology, and working together to solve problems. According to the study, GDTs foster critical thinking, group collaboration, and a successful interaction in work environments in addition to language proficiency. In order to better prepare graduates for the needs of the global workforce, the findings highlight the significance of including interactive language learning activities, such as GDTs, into engineering education.