ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–5_ Мая –2025
404
2181-3187
Using
INTERACTIVE TECHNOLOGIES TO FORM STUDENTS'
COMMUNICATIVE COMPETENCE AT A2 LEVEL
Nazokat Samiyeva
A student Of Chirchik State Peadagical University
cientific advisor:
Yusupova Mukhabbat Anatolevna
PhD, associate professor of
Chirchik State Pedagogical University
ABSTRACT
This article explores the effectiveness of interactive technologies in
developing A2-level learners’ communicative competence. With the global expansion
of digital education, tools such as mobile apps, games, and online platforms offer
increased student engagement, interactive feedback, and authentic language use
opportunities. A2 learners often struggle with limited vocabulary and fluency, and
digital tools can support their language development through repetitive practice,
personalized learning, and collaborative activities. This paper investigates how
interactive technologies influence communicative outcomes and how educators can
integrate them effectively into classroom settings.
Keywords:
Interactive technologies, communicative competence, A2 level,
digital learning, language education, mobile apps, collaboration
ANNOTATSIYA
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–5_ Мая –2025
405
2181-3187
Ushbu
maqola
A2-darajadagi
o'quvchilarning
kommunikativ
kompetentsiyasini rivojlantirishda interfaol texnologiyalarning samaradorligini
o'rganadi. Raqamli ta'limning global kengayishi bilan mobil ilovalar, o'yinlar va onlayn
platformalar kabi vositalar talabalarning faolligini oshirish, interaktiv fikr-mulohazalar
va haqiqiy tildan foydalanish imkoniyatlarini taklif qiladi. A2 o'quvchilari ko'pincha
cheklangan lug'at va ravonlik bilan kurashadilar va raqamli vositalar takroriy amaliyot,
shaxsiylashtirilgan o'rganish va hamkorlikdagi faoliyatlar orqali ularning til
rivojlanishini qo'llab-quvvatlaydi. Ushbu maqola interfaol texnologiyalarning
kommunikativ natijalarga qanday ta'sir qilishini va o'qituvchilar ularni sinf
sharoitlariga qanday qilib samarali qo'shishi mumkinligini o'rganadi.
Kalit so'zlar
: Interaktiv texnologiyalar, kommunikativ kompetentsiya, A2
darajasi, raqamli o'rganish, til ta'limi, mobil ilovalar, hamkorlik
INTRODUCTION
The digital age has revolutionized the field of education, including the
teaching and learning of foreign languages. Interactive technologies have become
indispensable tools for engaging learners and developing practical language skills. At
the A2 level, students are expected to demonstrate basic interaction capabilities, such
as participating in simple conversations, asking and answering questions, and
describing everyday situations. However, many learners lack sufficient exposure to
English outside the classroom, leading to poor communicative competence. The
integration of interactive technologies—such as language learning apps, games, video
conferencing platforms, and digital storytelling—can significantly bridge this gap by
creating immersive and motivating environments for language practice. (Richards, J.
C. 2006)[1]
METHODS
This study was conducted in an Uzbek secondary school with 30 A2-level
learners aged 15–17. A quasi-experimental design was applied. The students were split
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–5_ Мая –2025
406
2181-3187
into two groups: the control group used traditional methods (textbooks, worksheets,
and face-to-face drills), while the experimental group used interactive tools including
Duolingo for grammar and vocabulary, Kahoot for review games, and Zoom for
speaking practice. (Warschauer, M., & Kern, R. 2000)[2]. Over eight weeks, both
groups followed the same syllabus. Pre-tests and post-tests measured speaking and
listening improvements. Classroom observations, teacher journals, and learner
feedback were also used to assess motivation, participation, and confidence levels.(
Kukulska-Hulme, A. 2009).[3]
RESULTS
The experimental group showed a 32% improvement in speaking and
listening test scores, compared to a 15% increase in the control group. Students using
interactive technologies demonstrated more active participation in classroom
discussions and greater confidence in initiating conversations. Feedback revealed that
learners found digital tools more engaging and helpful for practicing pronunciation,
expanding vocabulary, and correcting mistakes.(Chapelle, C. A. 2003)[4].
Additionally, the use of apps allowed students to practice at their own pace, and real-
time feedback encouraged continuous improvement.
DISCUSSION
The findings support the integration of interactive technologies to enhance
A2-level communicative competence. These tools facilitate learner-centered
instruction, provide instant feedback, and simulate real-life communication contexts.
(Godwin-Jones, R. 2018)[5]. However, teachers must ensure balanced integration to
avoid over-reliance on technology. Teacher training is crucial to maximize the benefits
of these platforms. While interactive tools significantly boost student motivation and
fluency, traditional face-to-face communication and structured grammar instruction
should still form the foundation of language learning. (Stockwell, G. 2012)[6]. Future
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–5_ Мая –2025
407
2181-3187
research may explore long-term impacts of interactive learning or compare specific
platforms’ effectiveness across different skill sets.
CONCLUSION
Interactive technologies are effective tools for developing students'
communicative competence at the A2 level. By integrating these technologies into
language learning, students become more engaged, motivated, and capable of
practicing real-life communication skills.( Hubbard, P. 2013) [7]The use of multimedia
resources, online platforms, and interactive activities enhances vocabulary acquisition,
speaking fluency, and listening comprehension. As a result, learners are better prepared
for practical communication, contributing to their overall language proficiency and
confidence. (Larsen-Freeman, D. & Anderson, M. 2011)[8].To maximize these
benefits, educators should adopt interactive technologies thoughtfully and purposefully
in their teaching practices.
REFERENCES
1.
Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge
University Press.
2.
Warschauer, M., & Kern, R. (2000). Network-Based Language Teaching.
Cambridge University Press.
3.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning?
ReCALL.
4.
Chapelle, C. A. (2003). English Language Learning and Technology. John
Benjamins.
5.
Godwin-Jones, R. (2018). Using Mobile Technology to Develop Language Skills.
Language Learning & Technology.
6.
Stockwell, G. (2012). Using mobile phones for vocabulary activities. Language
Learning & Technology.
ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ
https://scientific-jl.org/obr
Выпуск журнала №-69
Часть–5_ Мая –2025
408
2181-3187
7.
Hubbard, P. (2013). Learner training in tech-enhanced environments. CALICO
Journal.
8.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in
Language Teaching. Oxford University Press.
