T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_4-to’plam_May-2025
99
ISSN:3030-3613
USING INTERACTIVE TECHNOLOGIES TO DEVELOP STUDENTS’
STRATEGIC COMPETENCE (BASED ON A1 LEVEL LEARNERS)
Yusupova Mukhabbat Anatolevna
Chirchik State Pedagogical University,
Head of Linguistics and English Teaching
Methodology Department, Phd, Associate professor
Toshniyozova Gulrux Bekniyoz qizi
Bachelor student of Chirchik State
Pedagogical University, group 22/14
Abstract:
This article examines the use of interactive technologies to enhance
strategic competence in A1-level English learners. Strategic competence refers to a
learner’s ability to overcome communication gaps using strategies like paraphrasing,
asking for clarification, and using gestures. For beginners at A1 level, this competence
is vital for managing basic interactions despite limited vocabulary and grammar. The
paper outlines how digital tools and platforms can facilitate the development of this
skill through engaging and scaffolded tasks. It also presents examples from
classroom-based experiences, highlighting learner engagement, confidence, and
improved communication strategies.
Keywords:
Strategic competence, interactive technologies, A1 learners, digital
tools, communicative competence, ESL, scaffolding, language strategies, learner
autonomy, beginner English
INTRODUCTION
Language learners, particularly those at the A1 level, often face difficulties in
sustaining conversations due to their limited vocabulary and developing grasp of
grammar. At this early stage, learners may struggle to express themselves clearly,
leading
to
frequent
pauses,
misunderstandings,
or
abrupt
endings
to
conversations(Abdurakhmanova, M, 2021) [1]. While building linguistic competence
is essential, it is equally important to foster strategic competence—the ability to
navigate communication breakdowns using alternative strategies such as paraphrasing,
using gestures, asking for clarification, or simplifying language. Strategic competence
empowers learners to keep interactions going even when they don’t have the exact
words or structures, promoting a sense of autonomy and resilience in communication.
Developing this skill from the outset not only improves communicative effectiveness
but also builds learners’ confidence and increases their willingness to participate in
real-life conversations.
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_4-to’plam_May-2025
100
ISSN:3030-3613
In recent years, the landscape of language education has been significantly
reshaped by interactive technologies. Language learning apps, virtual classrooms,
speech recognition tools, and game-based platforms now offer rich, immersive, and
highly personalized experiences(Khusainova, R. A, 2020) [2]. These tools are not only
useful for vocabulary and grammar practice but also hold great potential for developing
learners' strategic competence. This article explores how such technologies can be
purposefully integrated into early language instruction to help beginner learners
manage communication challenges and become more confident, resourceful
communicators.
METHODOLOGY
This study employed an action research approach to explore how interactive
technologies can support the development of strategic competence among A1-level
learners. Conducted over a five-week period, the research involved students aged 12 to
15 in a classroom setting(Shakhjahan, A, 2019) [3]. The intervention was designed to
integrate technology-driven activities into regular lessons, providing learners with
opportunities to engage in real-time communication and problem-solving tasks. To
evaluate progress, a combination of data collection methods was used, including
classroom observations, recorded learner conversations, and self-assessment
checklists. These tools allowed for a comprehensive view of how students managed
communication breakdowns, employed compensatory strategies, and responded to
interactive challenges. The interventions featured a variety of interactive technologies
aimed at encouraging active language use. These included vocabulary and expression-
building exercises on
Quizlet
, simulated dialogues and conversational practice with
AI-powered chatbots
, and real-time communication challenges delivered through
platforms like
Duolingo
and
Kahoot
. Each tool was selected for its ability to engage
learners, promote strategic language use, and provide immediate feedback in an
accessible, low-stress environment(Turdimurodova, S. B, 2022) [4].
RESULTS
Findings showed a significant increase in students’ use of strategic techniques,
such as repeating, rephrasing, using gestures, or switching to their L1 strategically.
Learners showed more willingness to participate in speaking tasks and less anxiety.
Teachers reported higher learner engagement, and students’ self-reports reflected
increased confidence in real-life communication situations.
DISCUSSION
A1 learners face a unique challenge—they are expected to begin communicating
in English despite their limited language arsenal. Teaching them strategic competence
equips them with tools to bridge communication gaps. For instance, a student may not
know the word “umbrella” but might say “thing for rain” or point to it, keeping the
conversation alive(Ellis, R, 2015) [5].
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_4-to’plam_May-2025
101
ISSN:3030-3613
Interactive technologies support such development in several ways:
1. Real-time Feedback Tools: Platforms like Quizizz or Kahoot allow instant feedback
on communicative tasks, helping learners notice errors and reformulate responses.
2. Simulated Conversation Apps: Apps that use chatbots or AI to simulate real
conversations help students practice in a low-pressure environment, encouraging
experimentation with language(Warschauer, M., & Kern, R. (Eds.), 2000) [6].
3. Multimedia Prompts: Using videos or audio clips followed by guided tasks prompts
learners to guess meaning, paraphrase, or describe visuals when unknown words
appear.
4. Collaborative Tasks: Online breakout rooms or shared documents (e.g., on Zoom or
Google Docs) push learners to negotiate meaning and work around vocabulary gaps
collaboratively.
5. Visual and Gesture-Based Learning: Incorporating gesture recognition or drawing
apps allows learners to express themselves nonverbally, enhancing overall
communication.
It is essential to scaffold these tools with clear strategic aims. For example,
teaching how to say, “I don’t understand” or “Can you say it another way?” prepares
learners to actively manage difficulties rather than freeze.
CONCLUSION
Interactive technologies offer a powerful platform for developing strategic
competence among A1-level learners. By creating a supportive, engaging, and
multimodal learning environment, teachers can help students learn to navigate
communicative challenges even with limited language. As education continues to
embrace digital tools, focusing on strategic competence ensures learners become
confident, resourceful communicators from the very beginning.
REFERENCES
1.
Abdurakhmanova, M. (2021). Using digital tools to support beginner ESL learners.
“Uzbek Journal of Language Education”, 4(3), 54–62.
2.
Khusainova, R. A. (2020). Strategic competence in language education: From
theory to practice. “Journal of Language and Education”, 6(1), 67–73.
3.
Shakhjahan, A. (2019). Gamification and strategic thinking in ESL classes.
“International Journal of Language Education”, 5(3), 22–28.
4.
Turdimurodova, S. B. (2022). Scaffolded instruction for A1 level learners in a
digital age. “Tashkent State Pedagogical University Bulletin”, 3(1), 81–87.
5.
Ellis, R. (2015). Understanding second language acquisition. Oxford University
Press.
6.
Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching:
Concepts and practice. Cambridge University Press.
