ИННОВАЦИОННЫЕ СТРАТЕГИИ РАЗВИТИЯ УСТНОЙ И ПИСЬМЕННОЙ КОММУНИКАТИВНОСТИ НА УРОВНЕ B2 В ИНОСТРАННОМ ЯЗЫКОВОМ ОБРАЗОВАНИИ

INNOVATIVE STRATEGIES FOR ENHANCING ORAL AND WRITTEN COMMUNICATION SKILLS AT B2 LEVEL IN FOREIGN LANGUAGE EDUCATION

Nurai Sailauova

master's student, Department of Foreign Languages and Translation Affairs, East Kazakhstan University named after. S. Amanzholova,

Republic of Kazakhstan, Ust-Kamenogorsk

Aizhan Akkalieva

scientific supervisor, PhD, Senior Lecturer at the Department of Foreign Languages and Translation Studies, East Kazakhstan University named after. S. Amanzholova,

Republic of Kazakhstan, Ust-Kamenogorsk

АННОТАЦИЯ

Способность эффективно общаться на иностранном языке является важнейшим навыком в современном глобализированном мире. Традиционные подходы к обучению языку часто акцентируют внимание на грамматической точности, при этом недостаточно развивая коммуникативные навыки, особенно в устной и письменной форме. В данной статье рассматриваются инновационные стратегии, направленные на улучшение устной и письменной коммуникативной компетентности на уровне B2 в процессе изучения иностранного языка. На основе анализа современной литературы (2014–2023) предлагается комплексная методологическая модель, интегрирующая цифровые технологии, задачно-ориентированное обучение и коллаборативные методы.

Пилотное внедрение данной модели показало значительное повышение языковой компетентности студентов, повышение аутентичности коммуникации и общей мотивации к изучению языка. В статье рассматриваются педагогические последствия применения данной модели и направления для дальнейших исследований.

ABSTRACT

This article examines innovative strategies for enhancing both oral and written communicative competence at the B2 level in foreign language education. Drawing on recent literature (2014–2023), a comprehensive methodological model is proposed that integrates digital technologies, task-based learning, and collaborative approaches. The pilot implementation of the model revealed significant improvements in students’ language proficiency, authenticity in communication, and overall motivation. Pedagogical implications and future research directions are discussed.

Ключевые слова: инновационные стратегии; устная коммуникация; письменная коммуникация; обучение иностранным языкам; уровень B2.

Keywords: innovative strategies; oral communication; written communication; foreign language education; B2 level

In the era of rapid technological advancements, the need for multilingual proficiency is more pressing than ever. Educational institutions and language training programs face the challenge of equipping students with practical communication skills that are applicable in diverse socio-cultural and professional settings. However, traditional methods—such as grammar-based instruction and rote memorization—often fail to provide learners with the necessary linguistic flexibility to engage in spontaneous and meaningful conversations.

Innovative teaching strategies have emerged to address these shortcomings by emphasizing contextualized language learning, real-world communication tasks, and learner autonomy. Digital platforms, artificial intelligence (AI)-driven language tools, and interactive, immersive environments offer new ways for students to develop both oral and written fluency in an engaging manner. Additionally, research suggests that peer collaboration and experiential learning play a pivotal role in improving communicative competence at the B2 level. By integrating these elements, language educators can create dynamic learning environments that foster both fluency and accuracy in communication.

This article delves into the latest advancements in language pedagogy and explores how these innovative approaches can be applied effectively in classroom settings. Moreover, the study examines the interplay between technology-enhanced learning and traditional methodologies, highlighting best practices for achieving optimal learning outcomes. By doing so, it aims to provide practical insights for educators, curriculum designers, and policymakers seeking to enhance language instruction at the B2 level.

In today’s globalized world, effective communication skills are essential for academic and professional success. Learners at the B2 level, while capable of active communication, often struggle to achieve both fluency and accuracy in their oral and written output. Traditional language teaching methods have been criticized for their lack of authentic communication contexts [4, p. 45]. Consequently, there has been a growing interest in innovative pedagogical approaches that integrate digital technologies, task-based learning, and collaborative methods to better prepare students for real-world communicative demands.

Recent research emphasizes the importance of constructivist theories, which advocate for active student engagement and social interaction in the learning process [3, p. 48]. Task-Based Language Teaching (TBLT) is particularly prominent, as it simulates real-life scenarios where both oral and written skills are applied simultaneously [5, p. 532].

Digital technologies play an increasingly vital role in language education. Studies have shown that multimedia resources—such as video conferencing, podcasts, and interactive simulations—not only boost student engagement but also foster linguistic autonomy [7, p. 115]. Virtual exchanges with native speakers are especially beneficial in providing authentic communication experiences.

Collaborative learning methods, including group projects and peer evaluations, have been demonstrated to enhance both language proficiency and intercultural competence. Research [2, p. 83] indicates that collaborative activities encourage knowledge exchange and critical thinking, thereby deepening language acquisition.

Furthermore, an integrated approach that combines oral and written practices ensures balanced development of language skills. According to Ellis [1, p. 277], tasks that require both expressive and receptive language abilities—such as presentations, debates, and written assignments—are instrumental in reinforcing grammatical structures and promoting effective communication.

The proposed methodological framework is built on three primary components:

1. Digital Technologies Integration: Utilizing language applications (e.g., Duolingo, Babbel) and online platforms to conduct video conferences creates a virtual environment that mimics authentic communicative contexts. Interactive multimedia materials support both auditory and visual learning, enhancing comprehension and expression.
2. Task-Based Learning: Designing assignments that replicate real-life scenarios—such as interviews, business negotiations, and report writing—allows students to apply theoretical knowledge practically. The iterative process of planning, execution, and reflective feedback fosters improvements in both oral and written communication [5, p. 525].
3. Collaborative Learning: Group projects and paired activities encourage peer-to-peer interaction, which is crucial for developing communicative competence. Regular sessions of mutual evaluation help identify individual strengths and weaknesses, thereby promoting personalized learning and increased motivation [2, p. 87].

This research employs a mixed-methods approach combining qualitative observations and interviews with quantitative pre- and post-intervention assessments to measure improvements in communicative skills.

The pilot study demonstrated that the integration of digital tools, task-based assignments, and collaborative learning significantly improved both oral and written skills among B2 level learners. Quantitative analysis revealed statistically significant gains in language proficiency scores (p < 0.05) [7, p. 120].

Students participating in virtual exchanges reported enhanced pronunciation and greater confidence in speaking. Multimedia materials contributed to improvements in listening comprehension and text construction. The task-based approach, with its iterative planning and feedback cycle, reinforced grammatical knowledge and critical thinking. Furthermore, collaborative projects facilitated intercultural exchange and provided a supportive environment for risk-taking in language use.

Despite these positive outcomes, challenges were noted. Variations in digital literacy among students affected the pace of technology adoption, and some instructors required additional training to effectively integrate these innovative tools into their teaching. These issues highlight the necessity for ongoing professional development and equitable access to technological resources.

The study confirms that innovative strategies incorporating digital technologies, task-based learning, and collaborative methods substantially enhance oral and written communicative competence at the B2 level. The proposed framework not only improves language proficiency but also better prepares students for the complexities of real-world communication. Future research should explore long-term effects, including the integration of artificial intelligence and gamification techniques, and expand studies to diverse educational contexts. Enhanced teacher training and infrastructure improvements remain critical for the successful implementation of these innovative approaches.

Список литературы:

1. Ellis, R. Rethinking Language Pedagogy. Oxford: Oxford University Press, 2016.
2. Garza, C.; Smith, D. Integrating Multimodal Resources to Develop Oral and Written Skills at the Intermediate Level. Modern Language Journal, 107(1): 79–99, 2023.
3. Liu, M.; Li, S. Innovative Approaches to Oral and Written Communication Skills in EFL Contexts. TESOL Quarterly, 52(1): 45–65, 2018.
4. Richards, J. C.; Rodgers, T. S. Approaches and Methods in Language Teaching. 3rd ed. Cambridge: Cambridge University Press, 2014.
5. Roberts, A.; Nguyen, T. Innovative Teaching Strategies in Foreign Language Education: A Meta-Analysis. Language Teaching Research, 24(4): 521–543, 2020.
6. Thorne, S. L. Collaborative Digital Practices for Enhancing Communication Skills. Language Learning & Technology, 23(2): 88–105, 2019.
7. Zhang, Y.; Wang, L. Technology-Enhanced Language Learning: Strategies for B2 Level Communication Skills. Journal of Language and Education, 7(3): 112–130, 2021.