A digitally supported system of communicative tasks for the professional training of future English language teachers

Digital tools have entered foreign language teacher education faster than any principled account of their pedagogical function. This article reports the design and trial of a system of communicative tasks in which digital environments are assigned not by availability but by the competence component each task is intended to form. Five groups of tasks — reproductive, analytic, interactive, creative and reflective — are mapped onto learning management systems, content management systems, massive open online courses and authoring environments such as Kahoot, Padlet, Canva and LearningApps, with a defined product for each group. The system was trialled between 2021 and 2024 at three Uzbek universities with 607 students of the Foreign Language and Literature programme. The share of students at the productive-creative level rose from 22 to 33 per cent in the experimental group against a fall from 21 to 19 per cent in the control group, while the reproductive level contracted from 41 to 15 per cent. The results indicate that the pedagogical gain attaches to the task structure rather than to the tools, which function as carriers of that structure

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