| _version_ | 1866901057434550272 |
|---|---|
| author | Abdurakhimova Nigora Bakhtiyarovna |
| author_facet | Abdurakhimova Nigora Bakhtiyarovna |
| contents | <p>This paper proposes a theoretical framework for understanding the relationship between creative technologies and communicative competence development among EFL learners. Despite growing empirical evidence for the positive effects of digital storytelling, game-based learning, podcast and vlog production, mind-mapping, and simulation on language learning outcomes, the field lacks a coherent theoretical account of the mechanisms producing these effects. Drawing on communicative language teaching theory, Vygotskian sociocultural theory, self-determination theory, and multimodal literacy research, the paper argues that creative technologies develop communicative competence through four interconnected mechanisms: authentic communicative engagement, affective facilitation, multimodal scaffolding, and reflective self-monitoring. The framework provides a principled basis for designing creative technology interventions and selecting appropriate outcome measures in EFL research.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19426357 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | THE RELATIONSHIP BETWEEN CREATIVE TECHNOLOGIES AND COMMUNICATIVE COMPETENCE DEVELOPMENT: A THEORETICAL FRAMEWORK Abdurakhimova Nigora Bakhtiyarovna <p>This paper proposes a theoretical framework for understanding the relationship between creative technologies and communicative competence development among EFL learners. Despite growing empirical evidence for the positive effects of digital storytelling, game-based learning, podcast and vlog production, mind-mapping, and simulation on language learning outcomes, the field lacks a coherent theoretical account of the mechanisms producing these effects. Drawing on communicative language teaching theory, Vygotskian sociocultural theory, self-determination theory, and multimodal literacy research, the paper argues that creative technologies develop communicative competence through four interconnected mechanisms: authentic communicative engagement, affective facilitation, multimodal scaffolding, and reflective self-monitoring. The framework provides a principled basis for designing creative technology interventions and selecting appropriate outcome measures in EFL research.</p> |
| title | THE RELATIONSHIP BETWEEN CREATIVE TECHNOLOGIES AND COMMUNICATIVE COMPETENCE DEVELOPMENT: A THEORETICAL FRAMEWORK |
| url | https://doi.org/10.5281/zenodo.19426357 |