A COMMUNICATIVE COMPETENCE MODEL FOR ENHANCING ENGLISH LANGUAGE TEACHING: A THEORETICAL AND EMPIRICAL APPROACH

Abstract

This study proposes a communicative competence model designed to enhance English language teaching (ELT) through an integration of interaction-based instruction and learner-centered pedagogy. The main purpose of the research is to develop and empirically validate a structured model that explains how communicative activities influence learners’ speaking performance, interactional ability, and language fluency. The study employs a mixed-method approach, combining theoretical analysis with quasi-experimental classroom implementation. The findings indicate that structured communicative tasks significantly improve students’ oral fluency, interactional competence, and confidence in real-life communication. The proposed model provides a systematic framework for improving speaking skills in English language classrooms