THЕ MINISTRУ ОF HIGHЕR EDUCATION, SCIENCE AND

INNOVATIONS ОF THЕ RЕPUBLIC ОF UZBЕKISTАN

CHIRCHIK STATE PEDAGOGICAL UNIVERSITY
FACULTY OF TOURISM

FROM THE SUBJECT “METHODOLOGY OF TEACHING FOREIGN

LANGUAGES”

CОURSЕ PAPER
5111400 – The English language department

THЕMЕ: USE OF INTERACTIVE TECHNOLOGIES IN THE

FORMATION OF STUDENTS' COMMUNICATIVE
COMPETENCE.

Prepared by:

Scientific advisor:

CHIRCHIK-2024

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 CONTENTS
INTRODUCTION........................................................................................... 3
I. Communicative competence and its important role in teaching a
foreign 8
language...............................................................................................
1.1. Priority directions of formation and development of students'
communicative competence.................................................................... 8

1.2. Changes in communication in the formation of foreign language

communicative competence.................................................................... 12

1.3. Comparative analysis of the process of teaching English and mother

tongue...................................................................................................... 17

II. Evaluate how the use of interactive technologies can enhance

students' communicative 21
skills.......................................................................................
2.1. Utilize platforms, analytics tools, and applications for managing
student activities...................................................................................... 21

2.2. Implement regular assessment and monitoring systems to track

progress................................................................................................... 28

SUMMARY..................................................................................................... 32
REFERENCES................................................................................................ 33

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 INTRODUCTION.
The purpose of the course work. The purpose of this course work is
related to the use of interactive technologies in the development and formation of
students' communicative competence, and is directed to the successful
development of their language skills, communicative abilities, and creative
thinking abilities. This course teaches students how to use interactive technologies,
helping them learn the basic tools used to express themselves and work with others
in a virtual environment. Through this course, students will acquire the necessary
knowledge and skills to strengthen and develop their communication through
writing, speaking, listening, and engaging in various interactive platforms. This
course aims to develop the basic technical tools and general competencies for
students to understand and apply interactive communications in a global
environment, to work together and deal with the diversity that is appropriate to the
diversity of society.
Relevance of coursework. The use of interactive technologies in the
formation of students' communicative competence is as important as the relevance
of the course work. Interactive technologies allow students to learn effectively and
efficiently. Through these technologies, students can develop their communication
skills, get integrated information, implement the acquired knowledge and make the
learning process more interesting.
One of the interactive technologies is online learning platforms and
applications. Through these platforms, students are provided with video lessons,
lesson scripts, interactive exercises and tests in that field of knowledge. Through
this method, students are allowed to learn in their own time and can control the
learning process at their own pace.
Priority directions of formation and development of students'
communicative competence.

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 Organization and management of students' activities through communicative
tasks, apart from the traditional teaching method, comprehensive acquisition of the
pronunciation of educational materials, new lexicon, grammar material, texts
understood by listening and reading, methods of written expression of opinion in
the process of communication i.e., during the process of practicing the
communicative task, the student acquires the pronunciation of the lexical units,
their meaning, the grammatical-syntactic structure, the peculiarities of the sentence
structure. begins to make a written statement and finally learn the phonetic-
grammatical rules in it.
Formation and development of students' communicative competence, that is,
the ability to enter into a conversation, is organized through communicative tasks
that teach the methods of speech activity. Such tasks are prepared by the student. is
done by memorization. Imitative acquisition is organized by perceiving the content
of the heard sentence using audio-visual means. Memorization is organized on the
basis of oral speech material mastered after completing the communicative task. In
traditional teaching, memorization without understanding the meaning of words is
characterized by not being retained in memory for a long time. After hearing and
understanding speech material is strengthened on the basis of many repetitions, it
helps the student to master the methods of meaningful expression of his thoughts,
what to say to the interlocutor in certain speech situations, and how to speak.
The importance and role of pronunciation in learning English is a program
requirement. One of the linguistic materials of speech activity is phonetics.
Teaching pronunciation in English plays an important role in teaching speech
activity. It forms the basis of speech activity, because the language made up of
sounds is the only part of human society. Pronunciation or phonetic material serves
as the material of speech activity. Students on the content of pronunciation:
1) pronunciation of vowels and consonants in German;
2) to pronounce vowels short (long);
3) to compare English sounds with Uzbek sounds;
4) the structure of the English syllable system;
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 5) Emphasis and tone in words;
6) Divide sentences into meaningful groups;
7) They study the weakening of vowels when they are not stressed
(reduction).
At the present time, the teaching of pronunciation in secondary schools should
be mainly focused on the formation, growth and development of speech activities.
Sounds in English are pronounced differently from sounds in Uzbek. This ensures
the formation of students' skills and abilities.
Try to memorize phrases, not individual words. Make up at least 10 sentences
with each of the new phrases you memorize and try to remember each of the
phrases you memorize by reading them over and over again. For example, we want
to learn expressions with the word work. We can make sentences like this:

1. I was at work yesterday. - I was at work yesterday.

2. Do you have to work? - Do you have to work?
3. He is out of work. - He is unemployed.
4. We'll work it out. - We will solve it.
5. I have a lot of homework. - I have a lot of homework.
3. She's doing the housework. - She is doing housework.
Memorizing in this way allows you to use phrases in a natural speech environment,
and thus you can remember them quickly. Try to learn to speak English by
speaking as much as possible. True, it may not always be easy to find a partner
with whom you can speak English, but remember that the person you are looking
for will always find a chance! Maybe you have acquaintances and friends who are
eager to learn to speak English? Can you have a written conversation in English
with your foreign friends over the Internet? Maybe you have a chance to talk to
foreigners by calling them? Either way, try to learn to speak English by speaking.
As you begin to communicate fluently in English, remember that grammar
comes second to communication when you speak the language. When you speak
English, you need to communicate, and using grammatically correct sentences is of
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secondary importance. For example, if you say Yesterday I go to party on the
beach to an American, English, or Australian native English speaker, they will
understand what you mean. This sentence is grammatically incorrect, but what
does it matter? Communication is important!
The important thing is that your interlocutor understood what you were
trying to say, even if there was a grammatical error. It's better to make a grammar
mistake like that than to stop completely silent after saying Yesterday I….
Thinking about which verb to use in which tense, based on which grammatical
rules, after saying yesterday I... creates serious problems in your communication in
English. So instead of worrying about grammar, focus on speaking English!
When you speak English, try to speak slowly. Speaking fast does not mean
you can speak English well. There are two benefits to trying to speak English
slowly:

1. When you speak, you will have enough time to think about what you
want to say next;
2. When you speak slowly, your pronunciation will be clear and the
listener will be able to understand your speech easily.
As for the skill of speaking English quickly, this skill is formed naturally over time
with constant practice and more work on yourself. inside, he talks to himself. This
is natural. We all do. To improve your English speaking skills, try to transfer this
internal self-talk process entirely to English. You have been thinking in Uzbek
until now, so getting used to thinking in English can be a bit difficult and take
time. Take your time and form the habit of thinking and thinking in English.
In the process of speaking English, if you can't find the right word for what you
want to say, don't lose yourself and say the meaning of the word you're trying to
remember, or give a definition of the word. . To have this ability, you must have a
well-formed vocabulary. In addition, if you can't remember the word you want to
say, if you can't find a meaningful word, you can ask your interlocutor to say this
word without hesitation. As in the following example:-"What does your sister look
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like?" - "She's very tall, and... um... she's... what's the opposite of 'fat'?" "Thin?" -
"Yes! She's tall
3. Changes in communication in the formation of foreign language
communicative competence. Asking for a word you don't know and moving on
with the conversation is a much better solution than being completely silent. In the
process of learning to speak English, keep yourself relaxed and focus on speaking
without getting excited. Understand that it is natural to make mistakes in the
process of speaking. No one has learned without making mistakes. You also make
mistakes when learning to speak. The important thing is not to stop at these
mistakes, but to rise to the next level of speaking and keep working on yourself.
Linguistic competence is concerned with the use of language by expressing
and explaining concepts, ideas, feelings, arguments and opinions to conduct oral
and written discussions. Such interactions can occur in different social and cultural
contexts that determine the grammatical, pragmatic and sociolinguistic features of
written or spoken language.
Linguistic competences are closely related to communication competences
and they are even considered equal. Linguistic competences in the field of
scientific production and communication are related to the adequate use of
language, especially written language, and are characterized by: (1) adequate use
of written language and composition; (2) reading and writing scientific documents
in the student's native language; and (3) reading, writing, and translating
documents into other native languages, particularly the most commonly used (e.g.,
English), may not imply complete knowledge of another language, but it may be
sufficient to make it adequate.

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 I. Communicative competence and its important role in teaching a foreign
language

1.1. Priority directions of formation and development of students'

communicative competence

Linguistic competences are also related to information competences, since

the correct writing of scientific documents and the description of research results
require the demonstration of information search, selection, organization and
processing competences, which are supported in the understanding and production
of various scientific texts. . the audience. Linguistic competences are interrelated
and mutually supportive skills, knowledge, and attitudes for successful scholarly
communication aimed at different communities or audiences (academic or general
public). includes conveying and even using communication information if they are
properly materialized from a linguistic point of view.
In any form of education, linguistic competences2 should be broad,
transversal, multifaceted and fundamental for all people, as well as specific to each
scientific culture and discipline (Reyzabal, 2012). These competencies are closely
related to other personal skills such as reading, because one who does not read
cannot write properly. These powers are necessary for the collective interaction
and knowledge production of people from different groups of experts (scientific
communities) or the general public (scientific diffusion to all social spheres).

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 According to international organizations such as IHRT (2007), language
competences have different applications, especially speaking, writing and ICT use,
expressed both in the mother tongue and in other languages. However, their use in
written language is emphasized because it is a crucial element in the publication of
scientific products that can be registered and measured as part of the scientific
communication of an individual, institution, region or scientific discipline. The use
of linguistic competence for the construction of scientific texts and products
implies: (1) a certain level of knowledge about the subject being developed, which
results especially from the use and management of scientific literature, but without
neglecting previous knowledge. derived from scientific dissemination documents
(understood as cognitive competence); (2) development of individual and
collective activities among participants on topical, syntactic and lexical
conventions; (3) adequate use of language, in addition to correct writing style, with
the ability to understand, decide, and act on received criticism, distinguishing
between opinions, facts, hypotheses, theories, laws, and contributions; and (4) the
ability to cope with the consequences of what is said in writing, because it
produces knowledge, such ideas become epistemic factors in the scientific
discipline, which can be a new contribution or a further development of previous
ones (Reyzabal, 2012) .
The extent to which each competency is applied to scholarly production and
communication varies from discipline to discipline. Professors and researchers
must demonstrate a high level of language competence in defining, explaining,
proving, and justifying the topics studied, at least within their academic discipline
(Camacho-Gonzalez & Quintanilla-Gatica, 2008). In contrast, information
professionals must have multiple knowledges related to the scientific disciplines
they collaborate with, but they must be able to adapt to work with other disciplines.
The relationship between linguistic competence and scholarly production and
communication involves: (1) identifying the contextual elements of what is
intended to be communicated; (2) planning scientific production processes; (3)
correct and correct use of scientific language; (4) applying semantic norms to
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present texts clearly and adequately. linguists know the interrelationship between
language and society. But they failed to describe such a relationship. Phonology,
lexis and syntax, which are the objects of linguistic description, are only part of the
elements of the code used for communication.
The meaning (s) of a sentence (sentences, clauses, phrases, words, etc.) does
not depend on the complete form; A lot depends on who said what, to whom,
where, why, in what way and how it affects them. In other words, the context of
the speech is very important. For example, "Can you give me some salt?" is
interrogative in form, but represents a polite request in the dining room.
Grammatical knowledge is not enough for us to participate effectively in a
communicative situation. In addition to familiarity with language forms, in order to
speak correctly, you need to know the following:
1. Socio-cultural relations: the attitudes, values, conventions, prejudices and
preferences of the people who use the language.
2. The nature of the participants: the relationship between the speaker and
the listener, their profession, interest, socio-economic status, etc.
3. Participant's rule: relationships in the social network, father - son, teacher
- student, master - subordinate, landlord - tenant, doctor - patient, etc.
4. The nature and function of the speech: face-to-face conversation,
confrontational or casual conversation, whether it requires an informal
situation, or a telephone conversation, etc.
5. Communication mode (means): oral or written or reading from a written
script or unprepared speech.
Communicative competence really includes linguistic competence, as well
as a set of facts (undefined shape or form) that are part of sociolinguistic pragmatic
competence (rules and conventions of using language objects in context and other
factors, such as relationships, etc.) Dell Hymes says that a language learner should
have the following capabilities.
"It should be taken into account that an ordinary child knows sentences not
only grammatically, but also purposefully. He knows when to talk, when not to and
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what to talk about, with whom, when, where, in what form. In short, the child
acquires the repertoire of the speech act (all the skills that a person has and can use,
etc.) in order to participate in the speech act and evaluate its performance by
others.
According to Chomsky, linguistic competence can be studied in isolation
from the rest of communicative competence, but sociolinguists such as Dell Himes
believe that the concept of language competence is unrealistic and that serious
progress in linguistics is impossible. ways to use them. First, social interaction is
actually skilled work that requires a lot of effort. It is not innate (born or
genetically gifted). It should be learned from others. A person who confronts and
constantly kills in order to learn and annoy himself and others, is the wrong person.
Dell Hymes states that authority is dependent on the following pre-existing
characteristics:
1. Is something possible (and to what extent).
2. Is something visible (and to what extent) (relative to available tools)
3. Conformity to something (and to what extent) (enough, happy, depends
on the context in which it is used).
4. Whether (and to what extent) something is done (actually done and what
needs to be done).
All this shows that linguistic competence is mainly a component of
communicative competence. A criticism of Dell Hymes's concept of linguistic
competence is that it is an abstraction that has nothing to do with practical
application. The same criticism is directed against the concept of communicative
competence. According to Widdson, if language knowledge is an abstraction of
grammatical knowledge, communicative competence is an abstraction of social
behavior. The concept of communicative competence does not include the actual
procedure that language users adopt to participate in language based on their
competence (one's activity or sphere of influence). Thus, along with language
competence and communicative competence, pragmatic competence should be the
focus. Pragmatic competence refers to the ability to use language in conjunction
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with a conceptual framework to achieve a specific purpose or goal. And this
determines how to effectively use the tool: it is user-oriented.
A. Linguistics and paranistic dictionaries:
(i) verbal elements (sentences, clauses, phrases, etc.)
(ii) non-verbal elements (aspects of communicative behavior, for example: facial
expression, body movement, eye contact, gesture, proximity, etc.).
(iii) Discourse elements and their connective organization in speaking and writing.
(iv) Range of possible options (variations and their organizations).
(v) Meaning of options for a particular situation.
B. Interaction Skills:
(i) Norms of Interaction and Interpretation.
(ii) Strategies for achieving desire goals.
(iii) Perceptions or characteristics (verbal and non-verbal) in a communication
situation (communication situation).
(iv) Understanding the appropriateness in any situation.
C. Cultural knowledge:
(i) Social structure.
(ii) values and attitudes.
(iii) knowledge schema (oral as well as verbal) and cultural transmission processes.
The sphere of interaction (meaning: place) is also an important factor in
determining the situation, for example, if you deal with someone in a church,
temple, mosque, classroom, or market, the nature and variety of the interaction.
you contribute. use of language.

1.2. Changes in communication in the formation of foreign language

communicative competence

Another concept useful in understanding communicative competence is the

concept of phatic unity. One of the purposes of phatic association is not to remain
silent, as this may unnecessarily imply hostility or embarrassment. For example,
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silence in a synagogue may be a sign of respect, but when two acquaintances meet
and remain silent, their silence may be interpreted as hostility or at least
indifference. Some expressions such as "Hello" and "Good morning" are very
common, but their violation negatively affects the forms of communication, in
most cases it leads to the discomfort (lack of comfort) of the participants of the
interaction.
The concept of communicative competence introduced by Dell Hymes led to
changes in the approach and technique in language pedagogy. Linguists say that
'there are rules without which the rules of grammar would be useless. There is a
difference between grammatical rules that allow users to construct correct
sentences and rules that use language to accomplish some communicative goal.
Some sociolinguistic principles, not some sociolinguists, have become the keynote
of language teaching.
The European Common Market has facilitated a communicative approach
(something that promotes or promotes something). In order to increase interaction,
the need to teach adults the main languages of the European common market has
increased. In his book Notional Curriculum (1976), Wilkins promoted the Eastern-
Functional Curriculum. He taught about the functions in which language is used:
For example, one can plan to ask for information, in another to apologize, and in
the third to express gratitude. Linguists have made inventories of functions,
concepts, and structures, but have not proposed a gradation of materials for use.
Evaluating functional complexity for the simple reason that syntactic complexity
and function are separated or divided into different parameters did not make sense
of them. In contrast to the audio-lingual method, the main distinctive features of
the communicative approach are as follows:
1. Meaning is more important than content and form.
2. If used around communicative functions, conversations should not be
memorized.
3. The language element must be contextual. They do not need to be taught
separately, as in the voice-lingual method.
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4. Language learning does not mean learning structures, sounds and words,
but learning to communicate.
5. Effective communication is sought and emphasized instead of skill and
more learning.
6. Drilling is not central, but peripheral (secondary or insignificant).
7. Pronunciation should be comprehensive, not native.
8. Grammatical explanation is not allowed; Any device that students have
will vary according to their age and interests.
9. Attempts to communicate should be made from the beginning, not
just during long exercises.
A reasonable use of the mother tongue is acceptable if possible.
11. Translation may be used when the student has a privilege.
12. It is not necessary to read and write, to perform the speech skillfully.
They can start from day one.
13. The target linguistic system is learned in the process of learning to
communicate, not by learning the structure of the system.
14. Communicative competence rather than language competence is the
desired goal.
15. Linguistic variation is taken as a central condition in style and materials.
16. The sequence of units is determined not by the principle of language
complexity, but by taking into account the content, task and meaning that
maintain interest.
17. The teacher helps students in any way that motivates them to work with
the language (regardless of any conflict theory).
18. Language is not a habit; it is created by the individual through trial and
error.
19. Fluent and acceptable language is not the main goal in terms of formal
correctness; accuracy is judged in context rather than abstractly.

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 20. Students should not be allowed to use language through machines or
controlled materials. They should be encouraged to interact with people in
real life by working in pairs or groups.
21. The teacher should not tell the students which language to use. In fact,
he does not know or can't guess which language the reader will use.
22. Intrinsic motivation does not arise from interest in the structure of the
language, but depends on what is dealt with in the language.
4. Comparative analysis of the process of teaching English and mother
tongue.
The main material of speech and activity includes phonetic, grammatical and
lexical materials. Language materials play an important role in teaching English. It
is the main material for all speech and activities. The language, speech tools can
include the sound system, tone, grammatical structure, vocabulary of the language.
The high school program specifies phonetic or pronunciation, grammatical, lexical
materials for the implementation of speech activities. Listening and understanding
these types of materials, speaking, learning winter is an important part of writing.
When teaching language materials, it is necessary to take into account the
conditions of schools, academic lyceums, vocational colleges, the nature of the
materials, and the methodical side. In order for the student to acquire and perform
speech activities, English vocabulary, grammar, and the phonetic system of the
English language are selectively taught. The reasons for the selection are as
follows:
First, there are many language materials, it is difficult to teach all of them.
Second, secondary general education is given. You do not need all language
materials for this. Third, there is little time (less class hours). Third, the
methodology is advanced from the point of view of the scientific method. Instead
of teaching p language material, it is easy to teach a small number of materials
selected for a special purpose. The characteristics of the Uzbek and Russian
languages that a student or student is learning the English language material are
affected by. This influence will be positive and negative.
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 The positive and negative effects of the mother tongue, Russian and English.
The student transfers the language skills and abilities activated by the above
languages to the English language. It is called in scientific language. The positive
effect of languages is called transposition, and the negative effect is called
interference. Each language material has its own teaching characteristics, methods,
methods, principles of selection, interference. Taking these into account, we will
consider each material.
Students according to content; 1) English vowels and consonants and their
pronunciation; 2) their long (long, pronunciation; 3) comparison of English sounds
with Uzbek sounds, the structure of the syllabic system of the English language;
accent, tone in words; sentences into meaningful groups (syntaxes) learns
separation; the weakening (reduction) of vowels when they are not stressed.
Nowadays, studying pronunciation in high school is mainly used as a means of
forming, growing, forming, and subduing speech activity. Pronunciation and
rhythm Creating fluency is the main goal of speech. Features of the phonetic
system of the English language.
During the observations, we were convinced that there are several
advantages of using multimedia tools in teaching English speaking skills. But it
should also be said that during the teaching of language competences through
multimedia tools, we also witnessed some shortcomings. Instead of using
multimedia tools as an additional tool in teaching English, the fact that some of our
teachers use them from the beginning to the end of the lesson reduces their
dominance in the lesson. If teachers become completely dependent on technology
during the lesson, they become "tech assistants" and lose sight of their language
teaching goals and roles in front of students. In addition, excessive use of
multimedia tools can lead to forgetting the advantages of using some traditional
methods in the lesson. That is why teachers should use multimedia tools as an
auxiliary tool, it cannot be turned into the main tool. While observing the English
classes, we found that there is very little communication between students and
students, and between students and teachers. Usually, teachers teach students how
16
to pronounce words correctly, construct sentences, summarize ideas, and also teach
oral and written communication skills.
Despite the fact that multimedia tools, video viewing and other materials for
viewing and listening arouse interest in students, they limit interaction. As an
example, during our observation of a listening comprehension lesson, the lesson
turned into a "television show". In this, the students participated only as spectators,
and this is certainly not appropriate. In education, multimedia tools ensure that
students can easily understand the content of the studied material, situation, but at
the same time, it limits their ability to draw logical conclusions, that is, they
always easily understand all topics through detailed multimedia materials. they get
used to understanding. However, knowledge is not only accepted, but it requires
thinking and reflection on itself. Today, the transition of texts to sound graphics
and handwriting to electronic form seems to limit the original meaning and essence
of learning.
An effective system of using media education tools in the development of
speaking competences in English. The main goal of teaching English is to teach
how to use it as a means of communication. This goal cannot be achieved without
teaching the types of speech activities, because information is given and
information is received through the types of speech activities. From the
observations, it became known that the types of speech activities in foreign
language classes are studied separately during the lessons. The reason for this is
the lack of time to cover all types of speech competence in one lesson. In addition,
teachers' lack of tactics to work on each type of speech activity is the reason why
students' speech competences are mastered separately during different lessons.

1.3. Comparative analysis of the process of teaching English and mother

tongue.

Students will be more animated when they show the electronic resources
created in the center for the development of multimedia general education
17
programs under the Ministry of Public Education. The advantage of this is that the
child not only sees objects and things through the slide, his imagination is
enriched, but also French pronunciation skills are formed. An important
component of learning a foreign language is listening, pronunciation, reading and
writing. If a child learns to pronounce correctly, he can easily learn to write.
Attention should be paid to these interrelated processes during the lesson. Teaching
a child a foreign language at the same time as his mother tongue requires a lot of
work. Each educational institution approaches this process in a traditional and non-
traditional way. And the result will be known years later. In any form of education,
linguistic competences should be broad, transversal, multifaceted and basic for all
people, as well as specific to each scientific culture and discipline ( Reyzabal,
2012). These competencies are closely related to other personal skills such as
reading, because one who does not read cannot write properly. These powers are
necessary for the collective interaction and knowledge production of people from
different groups of experts (scientific communities) or the general public (scientific
diffusion to all social spheres). To develop English speaking skills, we should pay
attention to pronunciation first. If we cannot pronounce English words correctly,
our speech may be incomprehensible to others. We will have to check and learn the
correct pronunciation of all the English words and phrases in our vocabulary one
by one.

Interactive technologies play a crucial role in the formation of students'

communicative competence by providing dynamic platforms for engagement,
practice, and feedback. Here's how interactive technologies facilitate this process:
Real-time Communication: Platforms such as video conferencing tools,
instant messaging apps, and virtual classrooms enable students to engage in real-
time communication with their peers and instructors regardless of geographical
barriers. This fosters active participation and improves students' ability to express
themselves effectively.

18
 Collaborative Learning Environments: Online collaboration tools like
Google Docs, Microsoft Teams, and digital whiteboards promote collaborative
learning experiences where students can work together on projects, exchange
ideas, and provide feedback to each other. This enhances their teamwork skills and
helps them understand different perspectives, contributing to their communicative
competence.
Simulations and Role-Playing: Interactive simulations and role-playing
games allow students to practice communication in various scenarios, such as
business negotiations, customer service interactions, or academic debates. These
immersive experiences provide a safe environment for experimentation and help
students develop their verbal and non-verbal communication skills.
Feedback and Assessment: Interactive technologies facilitate immediate
feedback mechanisms, where students receive instant evaluation and suggestions
for improvement on their speaking, writing, or presentation skills. This continuous
feedback loop enables students to reflect on their performance and make necessary
adjustments to enhance their communicative competence.
Personalized Learning Paths: Adaptive learning platforms and intelligent
tutoring systems leverage data analytics and machine learning algorithms to
customize learning experiences based on individual students' needs and
preferences. By tailoring content and activities to each student's proficiency level
and learning style, these technologies support the development of communicative
competence at an optimal pace.
Multimedia Resources: Interactive multimedia resources such as podcasts,
videos, interactive simulations, and virtual reality environments offer diverse
formats for learning and practicing communication skills. These engaging
materials cater to different learning preferences and enhance students'
comprehension and retention of communicative concepts.
Global Connectivity: Through online forums, social media platforms, and
language exchange websites, students can connect with speakers of different
languages and cultures worldwide. This exposure to diverse linguistic and cultural
19
contexts broadens their communicative repertoire and fosters intercultural
competence, an essential component of communicative competence in today's
globalized world.
Incorporating interactive technologies into educational settings not only
enriches students' learning experiences but also empowers them to develop the
communicative competence necessary for success in academia, careers, and
interpersonal relationships.
Self-paced Learning Modules: Interactive technologies offer self-paced
learning modules and interactive tutorials that allow students to learn at their own
speed and revisit concepts as needed. This flexibility accommodates diverse
learning styles and preferences, empowering students to take ownership of their
learning process and build confidence in their communicative abilities.
Gamification: Gamified learning platforms and educational games integrate
game mechanics, such as points, badges, and leaderboards, into learning activities
to motivate students and increase engagement. By turning communication practice
into a fun and interactive experience, gamification encourages students to invest
more time and effort in honing their communicative skills.
Synchronous and Asynchronous Communication: Interactive technologies
support both synchronous (real-time) and asynchronous (delayed) communication
modes, offering flexibility in how students engage with course materials and
interact with peers and instructors. Synchronous communication fosters immediate
feedback and collaboration, while asynchronous communication allows for deeper
reflection and in-depth discussions, both of which contribute to the development of
communicative competence.
Accessibility Features: Interactive technologies often include accessibility
features such as closed captioning, screen readers, and alternative input methods,
ensuring that all students, including those with disabilities, can fully participate in
communication activities. By promoting inclusivity and removing barriers to
participation, these features create a more equitable learning environment where
every student has the opportunity to develop their communicative competence.
20
 Integration of Authentic Materials: Interactive technologies facilitate access
to authentic materials, such as authentic texts, videos, and audio recordings,
sourced from real-world contexts. By exposing students to authentic language use
in various contexts and registers, these materials enhance their linguistic and
communicative proficiency, enabling them to communicate effectively in real-life
situations.
In summary, interactive technologies offer a diverse range of tools and
resources that support the development of students' communicative competence
through real-time communication, collaborative learning environments,
simulations and role-playing, personalized learning paths, multimedia resources,
global connectivity, self-paced learning modules, gamification, synchronous and
asynchronous communication, accessibility features, and the integration of
authentic materials. By leveraging these technologies effectively, educators can
create engaging and interactive learning experiences that empower students to
become confident and competent communicators in both academic and real-world
settings.

II. Evaluate how the use of interactive technologies can enhance students'
communicative skills.

2.1. Utilize platforms, analytics tools, and applications for managing student
activities.

Language Learning Apps and Software: With the rise of language learning
apps and software like Duolingo, Rosetta Stone, and Babbel, students have access
to interactive platforms that offer structured lessons, vocabulary drills, and
pronunciation practice. These tools often employ gamification techniques, adaptive
algorithms, and multimedia resources to engage learners and reinforce language

21
acquisition, thereby enhancing their communicative competence in foreign
languages.
Social Media and Online Communities: Social media platforms and online
communities provide spaces for students to interact with native speakers and
language learners from around the world. Whether through language exchange
groups on Facebook, discussion forums on Reddit, or language learning
communities on platforms like Discord, students can engage in authentic
conversations, receive feedback on their language skills, and immerse themselves
in the target language and culture, all of which contribute to the development of
communicative competence.
Augmented Reality (AR) and Virtual Reality (VR): AR and VR
technologies offer immersive experiences that simulate real-life scenarios and
environments, providing students with opportunities to practice communication
skills in a controlled yet realistic setting. For example, VR simulations can recreate
business meetings, job interviews, or social interactions, allowing students to
navigate communication challenges and receive feedback in a safe and supportive
environment, ultimately enhancing their communicative competence.
Speech Recognition and Pronunciation Tools: Speech recognition software
and pronunciation tools, such as Google Speech Recognition, SpeechAce, and
ELSA Speak, analyze students' spoken language and provide feedback on
pronunciation, intonation, and fluency. By offering targeted practice and corrective
feedback, these tools help students improve their speaking skills and develop clear
and comprehensible communication, an essential aspect of communicative
competence.
Interactive Language Labs: Language labs equipped with interactive
software and multimedia resources enable students to engage in language practice
activities, such as listening comprehension exercises, speaking drills, and role-
playing simulations. These labs provide a structured yet interactive environment
for language learning, allowing students to develop their communicative

22
competence through repeated exposure to authentic language input and meaningful
communication tasks.
Peer Feedback and Peer Teaching: Interactive technologies facilitate peer-to-
peer communication and collaboration, enabling students to provide feedback to
their peers and learn from each other's strengths and weaknesses. Peer feedback
activities, such as peer editing of written assignments or peer review of oral
presentations, promote critical thinking, constructive criticism, and reflective
learning, all of which contribute to the development of communicative
competence.
By leveraging these interactive technologies effectively, educators can
create dynamic and engaging learning experiences that foster the development of
students' communicative competence across languages, cultures, and contexts.
Whether through real-time communication platforms, collaborative learning
environments, immersive simulations, or adaptive learning tools, interactive
technologies play a vital role in preparing students to communicate effectively and
confidently in an increasingly interconnected and diverse world.
Language Learning Apps and Software: With the rise of language learning
apps and software like Duolingo, Rosetta Stone, and Babbel, students have access
to interactive platforms that offer structured lessons, vocabulary drills, and
pronunciation practice. These tools often employ gamification techniques, adaptive
algorithms, and multimedia resources to engage learners and reinforce language
acquisition, thereby enhancing their communicative competence in foreign
languages.
Social Media and Online Communities: Social media platforms and online
communities provide spaces for students to interact with native speakers and
language learners from around the world. Whether through language exchange
groups on Facebook, discussion forums on Reddit, or language learning
communities on platforms like Discord, students can engage in authentic
conversations, receive feedback on their language skills, and immerse themselves

23
in the target language and culture, all of which contribute to the development of
communicative competence.
Augmented Reality (AR) and Virtual Reality (VR): AR and VR
technologies offer immersive experiences that simulate real-life scenarios and
environments, providing students with opportunities to practice communication
skills in a controlled yet realistic setting. For example, VR simulations can recreate
business meetings, job interviews, or social interactions, allowing students to
navigate communication challenges and receive feedback in a safe and supportive
environment, ultimately enhancing their communicative competence.
Speech Recognition and Pronunciation Tools: Speech recognition software
and pronunciation tools, such as Google Speech Recognition, SpeechAce, and
ELSA Speak, analyze students' spoken language and provide feedback on
pronunciation, intonation, and fluency. By offering targeted practice and corrective
feedback, these tools help students improve their speaking skills and develop clear
and comprehensible communication, an essential aspect of communicative
competence.
Interactive Language Labs: Language labs equipped with interactive
software and multimedia resources enable students to engage in language practice
activities, such as listening comprehension exercises, speaking drills, and role-
playing simulations. These labs provide a structured yet interactive environment
for language learning, allowing students to develop their communicative
competence through repeated exposure to authentic language input and meaningful
communication tasks.
Peer Feedback and Peer Teaching: Interactive technologies facilitate peer-to-
peer communication and collaboration, enabling students to provide feedback to
their peers and learn from each other's strengths and weaknesses. Peer feedback
activities, such as peer editing of written assignments or peer review of oral
presentations, promote critical thinking, constructive criticism, and reflective
learning, all of which contribute to the development of communicative
competence.
24
 By leveraging these interactive technologies effectively, educators can
create dynamic and engaging learning experiences that foster the development of
students' communicative competence across languages, cultures, and contexts.
Whether through real-time communication platforms, collaborative learning
environments, immersive simulations, or adaptive learning tools, interactive
technologies play a vital role in preparing students to communicate effectively and
confidently in an increasingly interconnected and diverse world.
Formation of the intercultural communicative competence, readiness to real
foreign language communication, is the main aim of teaching foreign languages at
the present stage. The competence refers to the ability creatively carrying out
activities based on the formed motives, personal qualities, the ability to use legal
and acceptable patterns of behavior in the professional field. Mastering competence
provides the basis for the development of professionalism and skill.
The term “communicative competence” was created by Dell Hymes [10. P. 35] on
the basis of a certain N. Chomsky’s concept of “language competence”, which
scientist used to name individual internal mental grammar, claiming that it is
presented in the form of abstract language set of rules that is most clearly reflected
in the individual subconscious intuitive idea of language.
D. Hayms defined communicative competence as internal knowledge of
situational appropriateness of the language [12. P. 269—293]. Thus,
communicative competence involves knowledge of native and other languages,
providing ownership of ways of communication and interaction with people, the
performance of various social roles in society, the ability to use a variety of
communication objects to solve specific situations. Communicative competence
has rather clear structure, the main components of which are the various
competencies, with different points of view and it is characterized by giving a total
overall, a fairly complete description of the concept of “foreign language
communicative competence”.
Revealing the essence of the concept of “intercultural communicative
competence”, Leontovich O.A. stresses that intercultural competence “is a
25
conglomeration of three components: linguistic, communicative and cultural
competence. We agree with the statement of Leontovich O.A. about formation of a
qualitatively new one, “which has its own characteristics, different from each of
the components taken separately”.
Language competence is responsible for the correct choice of language
means, adequate for the situation of communication; communicative competence
includes mechanisms, methods and strategies necessary for providing effective
communication process. Pluzhnik I.L. more specifically defines the essence of
intercultural communicative competence: “... it (ICC) is the functional abilities to
understand the views and opinions of representatives’ other cultures, to correct
their behavior, to overcome conflicts in the communication process, to recognize
the right of existence of different values, norms of behavior ...”.
Intercultural communicative competence is the major in foreign language
education system and is aimed at the formation of the “subject of intercultural
communication”.
The formation of educational competences of high school students, an important
place among which is given to the intercultural communicative competence, is
considered to be an actual issue of the modern Kazakhstan pedagogical theory and
practice. For the last decades the row of scientific researches in Kazakhstan
appeared on the issue of informatization of education and brought their
contribution to the development of science.
These are the works of G.K. Nurgaliyeva, Zh.A. Karayeva, S.V. Rakha, S.K.
Kaldybayeva, A.B. Zholdasbekova, A.I. Tazhigulova, V.V. Grinshkun, E.K.
Balaphanova, E.G. Gayevskaya, K.Zh. Aganina, L.V. Nephedova, Sh.Zh.
Kurmanalina, E.V. Artykbayeva and others. In foreign pedagogics, the works of
such scientists as M. Viram, K. Knapp, A. Nikols and others are devoted to the
research of intercultural communicative competence.
In recent years, the question of using new information technologies in
secondary school is raised more often. This is not only new hardware, but also new
forms and methods of teaching, new approach to teaching. The main objective of
26
foreign language teaching is the formation and development of communicative
culture of students, teaching practical mastery of a foreign language.
The problem of improving the quality of Kazakhstan education in recent
years gets a new foreshortening of consideration. The Concept of modernization of
Kazakhstan education for the period up to 2015 emphasizes that the education
policy of Kazakhstan takes into account the general trends of world development,
determining the necessity for significant changes in the education system: the
transition to a postindustrial, information society, significant expansion of the
scope of cross-cultural interaction, and therefore the factors of sociability and
tolerance has a particular importance [8].
The intercultural communicative competence has a particular importance for
modern education, so as it is school graduates who will carry out not only an
intercultural communication in the professional sphere, but also to solve the
problems of the formation and development of intercultural competence in their
future professional activity. A modern education is designed to meet the challenges
of educating cross-cultural personality, and also to provide the readiness of
graduates to interact with other people in the process of exchanging the cultural
values, knowledge, ways of activity. The use of various information technologies
in a foreign language classes has a great role in the development of students’
intercultural communicative competence.
It is not necessary to convince teachers and students in the importance of
information technology for modern education. It is obvious that the development of
intercultural communicative competence in teaching foreign languages is
unthinkable without becoming familiar computer classes, multimedia educational
software, the Internet, distance learning. Information technologies act as innovative
interactive learning tools that have the ability to visualize the phenomena,
dynamically represent the process of explaining, to handle significant amounts of
educational information, contribute to the dynamics of learning process, turn the
lesson into a colorful interactive activity.

27
 Tasks of modernization of education cannot be solved without the optimal
implementation of information technology in all its spheres. The introduction of
the personal computer, multimedia technologies and global information network of
Internet affects the educational system, causing significant changes in the content
and teaching methods, including foreign languages.
The task of the teacher is to create the conditions of practical language learning for
each student, to choose such training methods that would allow each student to
show their activity, their creativity. The task of the teacher — to strengthen the
cognitive activity of the student in the process of learning foreign languages.
Modern teaching techniques such as cooperative learning, project methodology,
the use of new information technologies and Internet resources help to implement a
student-centered approach to learning, to provide individualization and
differentiation of teaching taking into account the abilities of the students, their
level of training, aptitudes [6. P. 9].
The computer can be used effectively to introduce the new language
material, new samples of statements, as well as the activities of communicating in
a foreign language. At the stage of training and application of generated
knowledge, skills and abilities, the computer can be used in a variety of
communicative tasks and situations, taking into account the personal characteristics
of trainees. An important feature of the computer in the educational process of
learning a foreign language is that it can be “companion” the student, i.e. work in
communicative-directed online. Also, the use of ICT makes it possible to work on
three channels of human perception: visual, kinesthetic, and thus contributes to
more efficient assimilation of educational material. The use of ICT in the
classroom can be realized in the following forms: the use of computer
presentations; the use of interactive whiteboard; work with educational multimedia
CDs programs; work with Internet resources.
Let us examine each in more detail. In our work, we make extensive use of
presentations. It has become a commonplace in the classroom. Presentations,
prepared for the lesson, comprehensive in content, vivid and memorable. The
28
apparent advantage of multimedia presentations in comparing with usual visual
materials is a great emotional impact on the students. It is generally more colorful,
attracts an emotional response that helps to create a favorable emotional climate in
the classroom, concentration and, therefore, better assimilation of the material.
But the most important and productive use of presentations, in our opinion, is
the fulfillment of individual and group projects on the same topic by the students
themselves. This cooperation is often used in the form of project training activities.
Independent creative work of students in the creation of computer presentations as
well as expands the supply of an active vocabulary, stimulate its creativity and
independence, as well as develops the skills in information (search, processing,
design, etc.).

2.2. Implement regular assessment and monitoring systems to track

progress.

An important invention is the interactive whiteboard. Using this board, it is

possible to combine the used methods and techniques for working with the normal
board with a set of interactive and multimedia features.
Whiteboard allows you to compare the words and their meanings, choose the
correct answer; fill in the gaps, tables, crossword puzzles and find the words and
right answers; place the objects in the picture; find the words corresponding to the
pictures; realize the active comment on the material: the selection, specification,
the addition of more information and others. But the most important, in our view,
an important feature of the board is that it is “live”. Work on creating the lessons
with the interactive whiteboard is close to creating presentations, but you can not
change the presentation, contribute something in the lesson.
Whiteboard provides more opportunities in this respect, and stimulates cognitive
interest of students. Of great interest is the work individually with tutorials the
students. The training simulator is a computer program that organizes the work of
an independent learner, manage, and create the conditions in which students form
29
their own knowledge. Multimedia training programs help in learning lexical,
grammatical aspects of speech, training dialogic speech, spelling, listening. The
mastery of communicative competence is impossible without the practice of
communication. That is, the training programs can act as “a real cultural media” in
the process of intercultural communication.
Electronic programs give the opportunity to choose the optimal pace of learning,
to monitor and correct the course of mastering the material, the result is not distant,
it can be seen directly in class. Training disks also have a rich educational
opportunities: develop attention, organization. Means of graphics, music fragments
relieve tension. The work with Multimedia develops the ability to plan their
activities, to take responsible decisions. Now everyone knows that the Internet has
a huge information opportunities. The internet provides a unique opportunity for
foreign language learners to use authentic texts, listen and communicate with
native speakers. Unfortunately, the possibilities of the Internet in the school does
not always allow the use of its resources directly in the classroom in real time
(because of the lack of high-speed Internet), for the same reason it is impossible
and chat in a mode on-line, that’s why many authentic reading materials are
necessary to select, prepared in advance and give the guys in the recording (audio,
video) or printed form. Or give the job to an independent search for information
after the lessons on the Internet.
At present, a variety of computer programs are used at foreign language lessons
more and more. As a rule, training programs used for individualized learning are
realized in the form of so-called multimedia training programs. The word
multimedia appeared without a connection of computers in the English-Russian
dictionary. That time, the lesson conducted by a teacher, was called media, if there
was a story of a teacher, and sound recordings, and film, and slides, and any other
technical means of learning. Today, the “multimedia training program” means a
computer program using the text, sound, color, and motion graphics.
The concept of “sound” includes speech, music, a combination of (music — it
— singing, etc.), as well as a variety of sound effects. The graphics in these
30
programs can be represented by different patterns, geometric shapes (circle,
diamond, and so on.), symbols, photographs and scanned images. The motion in
the multimedia program is a sequence of static elements and can be of three types:
video and animation. Video — a sequence of black and white or color
photographs, overlooked on a computer screen at a rate of about 24 pictures per
second. The animation is a sequence of animated images. The variety of topics,
activities, colorful, the exciting of multimedia computer programs cause a great
interest among the students, activate various channels of information perception
and increase the degree of memorizing and mastering academic material as well.
Currently, there are a wide variety of computer programs such as: Triple play
plus in English, English on holidays, English Gold, “Hello, America!”, “Bridge to
English”, “Professor Higgins”, “English for communication”, “Tripple play plus in
German”, “Deutsch Gold”, “Berlitz German”, “Russtel Test”, “Talking Oxford
Dictionary”, “German-Russian Dictionary Polyglossum” and others.
Existing multimedia programs make it possible to organize independent actions
of each student. When training to audition each student has an opportunity to hear
the foreign language speech; in teaching speaking, each pupil can utter phrases in a
foreign language into the microphone; in the training of grammatical phenomena
each student can perform grammar exercises, ensuring correct answers.
Thus, the forms of work with computer training programs at foreign language
lessons include:
— the study of vocabulary;
— practicing the pronunciation;
— training dialogue and monologue speech;
— teaching writing;
— practice of grammatical phenomena.
In foreign language lessons using computer programs can solve a series of didactic
problems:
— forming the skills of reading, using materials of the global network;

31
 — improving writing skills of students; enlarging students’
vocabulary; — forming students’ sustained motivation to learn
English; — forming students’ communicative competence.
Computer training has many advantages over traditional teaching methods.
Computer programs provide:
— a large information capacity;
— intensification of independent work of students;
— the creation of a communicative situation, important for each student’s
personality; — consideration of age characteristics of the students;
— increase of informative activity of pupils, as well as increased motivation.
Thus, the use of educational software in the English classroom is the main
feature of the positive results of creative activity of the teacher with the students.
The work with programs for foreign language in the display class helps
students to overcome the psychological barrier. When the students saw schemes,
colorful pictures on the computer screen, they are more receptive and easily learn a
new complex material. Material from the program, allows to achieve the following
methodical tasks (for example, when fixing forms of the verbs): 1) develop the
skills to formulate an answer to the question in the same form which posed the
question; 2) fix the skills of recognition of the verb forms of the studied tense; 3)
develop the skills of reading carefully the issue on the basis of the installation
given on the screen; 4) to form the motor skills of writing grammatical material on
the examples of given exercises where the student must choose the correct answer
himself; 5) to fix the visual image working on the material.

SUMMARY.

All of the properties of multimedia programs help to solve the main problem
of language education, determined by the Program of foreign languages —
formation of students’ intercultural communicative competence.
32
 Noting all positive aspects of the use of multimedia programs, it should be
noted that none of the very latest electronic technology can not replace the teacher
in the classroom. Only the teacher can awake emotions and look into the soul of
the children. The most important thing at the lesson is a natural communication.
The joy of creativity, the joy of teaching and learning can be given to each other
only by the teacher and his students. Only the teacher with his personal charm and
high professionalism can create psychologically comfortable environment in the
classroom.
No one will replace the teacher to the students as a model for imitating when
developing pronunciation skills, there is no alternative work in pairs and groups in
the classroom for teaching communication in educational-speech situations.
Therefore, using even the most successful textbooks and multimedia programs can
not replace the natural communication in the classroom. Thus, a major and a
leading figure in the classroom is the teacher, and the use of computer technology
should be considered as one of the effective ways of organizing the process of
education. And since there is modernization of education, one of the basic
requirements for the professional work of the teacher is the information
competence.
Thus, the use of information technology in the English classroom is an
actual and effective, it increases the level of practical master of language and a
computer, and the most important thing is that it generates self-employment skills
and initiative. Information space contains a huge cultural and didactic potential,
which is already used in training throughout the world.

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