DESIGNING INTERACTIVE LANGUAGE LEARNING ACTIVITIES: A SCIENTIFIC PERSPECTIVE
Abstract
Interactive language learning activities play a pivotal role in fostering communicative competence and learner autonomy in second language acquisition (SLA). This article examines the theoretical foundations, practical considerations, and methodological approaches to designing effective interactive language learning activities. Drawing on cognitive, sociocultural, and communicative language teaching (CLT) frameworks, it proposes a structured model for developing task-based, technology-integrated, and learner-centered activities that enhance language proficiency. Empirical evidence from recent classroom studies is also reviewed to highlight best practices and challenges.
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