THE EFFECTIVENESS OF INTERACTIVE METHODS IN DEVELOPING STUDENTS’ COMMUNICATIVE COMPETENCE IN THE PROCESS OF LEARNING ENGLISH

The article examines the effectiveness of interactive teaching methods in developing university students' communicative competence in the process of learning English.The relevance of the topic is determined by the growing demand for graduates who can communicate professionally in multicultural and multilingual contexts and by the need to shift from predominantly reproductive instruction to learner-centered, action-oriented practice.The study is grounded in the concept of communicative competence and its component-based interpretation, as well as in research on active and cooperative learning.Using a qualitative literature review, the paper synthesizes evidence on the pedagogical potential of discussions, debates, role-play, case-based learning, project work, peer interaction, and small-group collaboration for improving speaking fluency, interactional skills, discourse management, and strategic communication.The findings indicate that interactive methods are most effective when they are aligned with explicit communicative outcomes, supported with linguistic scaffolding, organized through clear rules of interaction, and reinforced by formative feedback and reflection.The article proposes criteria for evaluating communicative progress (interaction quality, argumentation, turn-taking, coherence, appropriateness, and strategy use) and outlines methodological recommendations for integrating interactive tasks into English classes in higher education.A further theoretical layer concerns the psychological conditions of successful communication in language classrooms.Drawing on the affective filter hypothesis and broader research on motivation and supportive learning environments, the article argues that interactive learning tends to reduce anxiety and increase willingness to communicate when it is implemented within a psychologically safe climate.In such an environment, errors are treated as a natural part of learning, students feel supported rather than judged, and participation becomes more evenly distributed.The teacher's role is therefore redefined: instead of acting as the primary source of knowledge, the teacher functions as a facilitator, moderator, and organizer of cooperative activity who manages group dynamics, structures interaction, and ensures that each learner has opportunities for meaningful speech practice.This shift is presented as essential for sustaining engagement and achieving measurable growth in communicative competence.A contemporary dimension of the research is the inclusion of generative AI chatbots as interactive interlocutors within the CLT framework.The article proposes that GenAI tools should not be used primarily as answer-generators but as partners that sustain dialogue, model roles, adapt difficulty, and provide micro-feedback such as rephrasing, reformulation, and clarification questions.Because chatbots can be available outside class time and reduce "social costs" (fear of judgment, embarrassment), they may increase practice frequency and support learners with higher anxiety, potentially lowering affective barriers.At the same time, the article notes that the educational value of chatbots depends on how they are integrated: content quality, pedagogical limits, and academic integrity concerns require thoughtful instructional design and clear policies.