Development of communication skills through the introduction of interactive teaching methods in English lessons

Abstract

The relevance of the study is due to the need for new educational programmes that will diversify the educational process and increase the effectiveness of language knowledge in live communication. The purpose of the study is to examine the main aspects of using interactive teaching methods in English lessons, considering the development of students’ communication skills. The following methods were used in the study: analytical, synthetic, comparative and comparative, which allowed delving into the theoretical aspects of using interactive teaching methods; observation and generalisation of experience, which became the main ones for this study, since their use considered the main positive phenomena in the field of interactive learning in recent years; the analysis was also used to assess the development of communication skills in the process of learning a language. The analysis of the main methods (project creation, interactive, and role-playing games, discussions) and forms of work that can be used in English lessons to develop communication skills is conducted. An assessment of its effectiveness in the application of communication skills has been added to the characteristics of each of the methods. Conclusions on the effectiveness of interactive methods are drawn, considering the age and level of knowledge of students. The basics of implementing interactive learning in an English lesson, in particular, communication between participants in the educational process (student – teacher – student), are considered. The expediency of using various online applications in mastering a foreign language in the classroom and outside of school hours is justified. The results of the study are compared with the results of other studies on this subject related to communication processes in English lessons and interactive learning. The study can be used to further investigate the impact of interactive methods on different student classrooms, for example, during experiments (conducting surveys and questionnaires), considering key educational issues related to the development and implementation of new curricula.