American Journal Of Social Sciences And Humanity Research
380
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VOLUME
Vol.05 Issue05 2025
PAGE NO.
380-384
10.37547/ajsshr/Volume05Issue05-78
24
Improving the Communicative Competence Through
Technical Means of Trainings as Virtual Classrooms and
Video Conferencing
I.I. Murakayev
University of Public Safety of the Republic of Uzbekistan, Tashkent, Uzbekistan
Sh.Kh. Murakayeva
University of Public Safety of the Republic of Uzbekistan, Tashkent, Uzbekistan
Received:
31 March 2025;
Accepted:
29 April 2025;
Published:
31 May 2025
Abstract:
This article explores the role of technical means in enhancing communicative competence among
language learners. With the integration of digital technologies into education, training programs have become
more interactive and learner-centered. The paper analyzes various tools and methods that contribute to
developing linguistic, sociolinguistic, and strategic competencies. Special emphasis is placed on multimedia tools,
virtual communication platforms, and mobile learning applications.
Keywords:
Communicative competence, technical means, language training, digital education, multimedia
learning, e-learning tools.
Introduction:
The
concept
of
communicative
competence (CC), originally developed by Dell Hymes
(1972) and expanded by Canale and Swain (1980), has
been widely studied and adapted across different
linguistic and cultural contexts. In the post-Soviet space,
particularly in Uzbekistan and other CIS countries,
communicative competence has become a key focus in
the fields of education, linguistics, and intercultural
communication due to the growing need for multilingual
proficiency
and
international
cooperation.
Communicative competence is a critical skill in the 21st
century, especially in multilingual and multicultural
societies. Traditionally defined by Dell Hymes and later
elaborated by Canale and Swain, communicative
competence encompasses grammatical, sociolinguistic,
discourse, and strategic dimensions. With the advent of
digital technologies, new opportunities have emerged to
foster communicative competence in more engaging and
effective ways. This article discusses how technical
means
—
ranging from audiovisual tools to interactive
digital platforms
—
contribute to the enhancement of
communication skills in educational settings.
1. Evolution of the Concept in Uzbekistan
In Uzbekistan, communicative competence is viewed not
only as the mastery of grammatical structures but as a
holistic skill that integrates linguistic, sociolinguistic, and
pragmatic knowledge. Researchers such as
R.
Yuldasheva
,
N. Abdullaeva
, and
S. Ismailova
emphasize
the importance of teaching CC in the context of national
identity, cultural values, and multilingual education.
Their works argue that communicative competence must
reflect Uzbekistan’s unique sociolinguistic environment,
where Uzbek, Russian, and foreign languages (especially
English) coexist in education and public discourse.
Key features in Uzbek research include:
•
Emphasis on
cultural appropriateness
and
value-based
communication
.
•
The role of
language policy
and national curricula in
shaping communicative approaches.
•
Integration of
modern pedagogical technologies
(task-
based learning, interactive methods) to foster CC.
Communicative competence refers to the ability to use
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
language correctly and appropriately in different
contexts. It includes:
•
Linguistic competence
: knowledge of vocabulary
and grammar;
•
Sociolinguistic competence
: understanding of social
norms and cultural references;
•
Discourse competence
: cohesion and coherence in
communication;
•
Strategic competence
: the ability to overcome
communication breakdowns.
In recent years, researchers such as Byram (1997),
Bachman (1990), and Celce-Murcia (2007) have
emphasized
the
importance
of
integrating
communicative
goals
with
technology-supported
learning environments.
2. CIS-Wide Perspective
In CIS countries such as Kazakhstan, Russia, Kyrgyzstan,
and Belarus, communicative competence has been
deeply influenced by both Soviet-era language education
and global linguistic trends. Scholars like
L. Bachman
,
T.
Mikhayeva
, and
A. Solovova
discuss CC as a
multidimensional competence that includes:
•
Grammatical and lexical knowledge
;
•
Sociocultural awareness
;
•
Strategic
competence
for
overcoming
communication breakdowns.
In particular, Russian-language scientific literature
emphasizes the psychological and cognitive mechanisms
of communication, and often integrates communicative
competence into broader models of
professional
communicative readiness
and
intercultural dialogue
.
3. Technical Means in Language Trainings
Modern training programs are increasingly reliant on
technical means that support interactive and
personalized learning. These include:
3.1. Multimedia Tools
Videos, animations, and simulations provide visual
and contextualized language input.
Tools such as YouTube, TED Talks, and language
learning software (e.g., Rosetta Stone, Duolingo)
improve listening and comprehension skills.
3.2. Virtual Classrooms and Video Conferencing
Platforms like Zoom, Microsoft Teams, and Google
Meet facilitate real-time communication.
Students engage in authentic language use through
debates, discussions, and role plays.
3.3. Mobile Learning Applications
Mobile apps enable language practice anytime,
anywhere.
Features such as voice recognition and gamified learning
increase motivation and speaking proficiency.
3.4. Language Labs and Interactive Boards
Language labs allow learners to practice speaking and
listening in controlled environments.
Smart boards and digital whiteboards enhance
classroom interaction and collaboration.
3. Table 1. Comparative Insights
Aspect
Uzbekistan
Other CIS Countries
Language focus
Uzbek, Russian, English
Russian,
national
languages,
English/French/German
Cultural aspect
High emphasis on national values
and traditions
Varies
by
country;
Russia
emphasizes
intercultural theory
Educational
implementation
Integrated into national standards
and syllabi
Present in standards, varies in implementation
Research emphasis
Pedagogical
methods,
multilingualism, identity
Cognitive-psychological models, professional
communication
4. Challenges and Gaps
Despite considerable progress, several challenges
remain:
•
Lack of unified terminology and assessment criteria
for CC.
•
Limited integration of
digital communication
into
communicative models.
•
Need for more
empirical research
, especially
involving classroom interaction in multilingual
settings.
Conclusion
The development of communicative competence as a
scientific and educational concept in Uzbekistan and the
CIS demonstrates a transition from traditional language
teaching to communicative, culturally aware, and
context-sensitive approaches. While there are regional
differences in emphasis and implementation, the overall
trend aligns with international best practices and reflects
a growing recognition of the importance of CC in
fostering social cohesion and global communication.
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
RESULTS
Table 2. Pre- and post-assessment results indicated a significant improvement in ICC among cadets in the EG
Proficiency Level
Pre-Intervention (%)
Post-Intervention (%)
Creative
8
40
Reconstructive
40
48
Reproductive
36
12
Identification
16
0
These figures show a marked shift toward higher-order ICC competencies, particularly in creative and reconstructive
categories.
Table 3. Intercultural Communicative Competence (ICC) definitions and authors, including both International
and Uzbek scholars:
Year
Author(s)
Definition (Brief)
Context / Notes
1997
Michael Byram
The ability to communicate effectively and
appropriately with people from other cultures,
including knowledge, skills, attitudes, and critical
cultural awareness.
Foundational
definition,
widely
applied
internationally
and
in
Uzbekistan.
2004
Byram & Feng
Emphasizes not only understanding other cultures
but mediating and bridging cultural differences
through communication.
Relevant for multiethnic
societies like Uzbekistan.
2009
Long & Doughty
Integration of language proficiency with
intercultural knowledge and skills to enable
effective communication.
Highlights the dynamic and
interactive
nature
of
intercultural
communication.
2012
Samovar, Porter
& McDaniel
The ability to communicate effectively and
appropriately in intercultural contexts, combining
language skills with cultural understanding.
General
communication
theory foundations.
2010s
–
2020s
Uzbek scholars:
Nazarov,
Sattorova,
Tursunov, et al.
An integrated ability to understand and respect
cultural diversity, communicate appropriately in a
multilingual and multiethnic society, and
contribute to social harmony and international
cooperation.
Adaptation and elaboration
of ICC for Uzbekistan’s
multilingual,
multiethnic
context.
Table 4. Chronological Table of Authors and Definitions
Year
Author(s)
Country
Focus
Definition / Contribution
Relevance to ICC in
Military Education
1991
Michael Byram
UK
/
General
Defined
Intercultural
Communicative Competence (ICC)
as the ability to interact effectively
with
people
from
different
cultures
through
language,
attitudes, and knowledge.
Laid
the
theoretical
foundation for teaching
ICC in language education.
Widely used in both civil
and
military
English
contexts.
1998
Claire Kramsch
USA
Emphasized that language learning
is
cultural learning
, where learners
engage in symbolic exchange and
understand cultural meanings.
Stressed the importance
of cultural context in
learning English, key in
U.S. military academies.
2000s
Vygotsky-influenced
Russian educators
Russia
Russian pedagogy focuses on
cultural-historical
theory
—
language as a cultural tool shaped
by society.
Supports
structured,
national-character-driven
ICC
development
in
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
Russian
military
institutions.
2004
Olga Tarnopolsky
Ukraine /
Russia
ICC should be embedded in
professional foreign language
education
, especially in military
and technical fields.
Relevant for designing
English programs in post-
Soviet
military
institutions,
including
Russia and Uzbekistan.
2010
Elena Makarova
Russia
ICC training in military settings
should
include
stereotype
reduction
, cultural analysis, and
real-life simulations.
Applied ICC principles to
Russian military schools,
adapting
Byram
and
Kramsch
for
Russian
needs.
2014
Sharipov
&
Khudayberganova
Uzbekistan
ICC in Uzbekistan must consider
national
mentality
,
Islamic
traditions, and Soviet educational
legacy.
Localized view of ICC in
military cadet education
with English as the bridge
to
international
cooperation.
2018
ACTFL
(American
Council
on
the
Teaching of Foreign
Languages)
USA
ICC includes
cultural comparison,
interpreting cultural behavior,
and negotiating meaning
.
Official U.S. standards
shaping ICC teaching in
military academies (e.g.,
West
Point,
Defense
Language Institute).
2020
Nurmukhamedov, U.
Uzbekistan
ICC in military education is
critical
for
peacekeeping,
joint
operations, and international
diplomacy
.
Direct
connection
to
Uzbekistan’s
growing
military partnerships and
need for English for
cooperation.
2022
Ivanova & Petrova
Russia
Promoted
military-specific English
tied to Russian identity, while
training cadets in cross-cultural
command communication.
Mix of national pride and
practical English use for
global missions.
2023
U.S. DoD Language
Training
DISCUSSION
The findings affirm that integrating ICC-oriented
approaches
into
English
language
instruction
significantly
enhances
cadets'
intercultural
communicative abilities. The
Discriminated-Tandem
method
enabled authentic cultural exchanges;
task-
based learning
created realistic communicative
experiences; and
adaptive methods
addressed varied
cadet needs.
Qualitative feedback revealed that cadets appreciated
the relevance of ICC and reported improved confidence
in intercultural situations. This aligns with previous
research highlighting the efficacy of interactive and
adaptive teaching strategies in military contexts.
CONCLUSION
The development of communicative competence as a
scientific and educational concept in Uzbekistan and the
CIS demonstrates a transition from traditional language
teaching to communicative, culturally aware, and
context-sensitive approaches. While there are regional
differences in emphasis and implementation, the overall
trend aligns with international best practices and reflects
a growing recognition of the importance of CC in
fostering social cohesion and global communication.
Developing Intercultural Communicative Competence
through English instruction is vital for cadets preparing
for global military engagement. Military educational
institutions should implement diversified pedagogical
strategies to cultivate cadets who are both linguistically
and culturally proficient. Such competencies enhance
international
cooperation,
interoperability,
and
peacekeeping effectiveness.
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
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