BYOD-TECHNOLOGY AS A CATALYST OF PEER-TO-PEER INTERACTION IN THE ENGLISH LANGUAGE CLASSROOM

The rapid integration of mobile technologies into higher education has significantly transformed approaches to foreign language teaching.The widespread availability of smartphones, tablets, and laptops, together with the growing emphasis on learner-centred and flexible educational models, has intensified interest in BYODtechnology as a means of enhancing interaction and communicative practice in the English language classroom.The aim of the article is to analyze the pedagogical potential of BYOD-technology in enhancing peer-to-peer interaction in the English language classroom within higher education.The research is based in socioconstructivist theory and collaborative learning theory.The research methods include theoretical analysis of pedagogical and linguistic literature, synthesis and systematization of empirical research findings, and comparative analysis of types of peer-to-peer instruction and BYOD-supported activities.The results of the study demonstrate that BYOD-technology significantly enhances key forms of peer-to-peer interaction, namely pair work, group work, and peer feedback, by enabling real-time collaboration, access to authentic materials, and multimodal communication.The analysis shows that BYOD-supported instructional activities contribute to increased speaking fluency, improved vocabulary uptake, and greater learner confidence.In addition, student-owned devices promote learner autonomy, support personalized learning trajectories, and facilitate the integration of formal and informal learning environments.The results indicate that purposeful integration of BYOD-technology transforms mobile devices into effective pedagogical mediators of interaction and collaboration.Therefore, BYOD-technology, when implemented with clear pedagogical objectives and structured peer-to-peer interaction tasks, serves as a powerful catalyst for communicative language learning and the formation of foreign language communicative competence in higher education.