INNOVATIVE PEDAGOGICAL CONDITIONS FOR DEVELOPING STUDENTS’ COMMUNICATIVE COMPETENCE AND LEARNING MOTIVATION IN TEACHING ENGLISH

Abstract

This article examines innovative pedagogical conditions for developing students’ communicative competence and learning motivation in teaching English at philological universities. The study focuses on the integration of interactive methods, digital learning tools, learner-centered instruction, problem-based tasks, collaborative activities, and reflective practices into English language education. Communicative competence is considered not only as the ability to use grammatical and lexical knowledge correctly, but also as the capacity to participate effectively in academic, professional, and intercultural communication. The article emphasizes that learning motivation increases when students are actively involved in meaningful communication, when educational tasks are connected with real-life contexts, and when teachers create a supportive psychological and methodological environment. The research also highlights the role of feedback, autonomy, digital resources, project-based learning, and authentic materials in strengthening students’ confidence and engagement. The findings suggest that innovative pedagogical conditions contribute to the formation of independent, motivated, and communicatively competent learners who are able to use English effectively in academic and professional settings.