A PEDAGOGICAL MODEL FOR DEVELOPING RUSSIAN-LANGUAGE COMMUNICATIVE COMPETENCE AMONG UPPER SECONDARY SCHOOL STUDENTS THROUGH DIGITAL TECHNOLOGIES

This article develops a theoretically grounded pedagogical model for fostering Russian-language communicative competence among Grade 10–11 students through purposeful integration of digital technologies. The study employs conceptual analysis, comparative synthesis of communicative language teaching and technology-mediated learning research, and instructional design. The proposed model connects four interdependent components: goal and competence specification, digital learning environment, task-based pedagogical procedures, and criterion-referenced assessment with feedback. A three-stage learning cycle—pre-communication preparation, digitally mediated interaction, and reflection with revision—operationalizes the model. Its expected contribution is a transparent correspondence between communicative objectives, learning tasks, digital affordances and observable performance indicators. The findings are a design framework and analytical propositions rather than measured gains: no classroom experiment or student achievement data are claimed. Conditions for subsequent empirical validation are specified.

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