Year: 2026 | Month: October | Volume: 13 | Issue: 10 | Pages: 291-300
DOI: https://doi.org/10.52403/ijrr.20261027
From Transmission to Interaction in English Language Teaching
Mammadova Esmira Ahmadagha
Azerbaijan State University of Economics, Department of Foreign Language Teaching, Balu/Azerbaijan
Corresponding Author: Mammadova Esmira Ahmadagha
ABSTRACT
Interactive communication has become a central concern in contemporary English language teaching, particularly as language instruction has shifted from teacher-centered transmission toward learner-centered and communicative practice. Although interactive approaches are widely discussed in English language teaching literature, their comparative pedagogical value is often presented descriptively rather than through clear analytical criteria. This article examines major interactive communication models, including the Interactive Model, Task-Based Language Teaching, the Sociocultural and Communicative Model, and the Technology-Supported Interactive Model. The study employs a theoretical and literature-based methodology, using comparative and descriptive analysis to evaluate these models according to learner engagement, fluency development, interaction rate, communicative performance, classroom applicability, and pedagogical limitations. The analysis indicates that interactive models contribute to more meaningful learner participation, authentic language use, negotiation of meaning, and the development of communicative competence. Task-based and sociocultural approaches appear particularly effective in promoting purposeful language use and contextual appropriateness, while technology-supported models expand opportunities for communication beyond the physical classroom. The article concludes that interactive communication should be understood not merely as a classroom technique but as a pedagogical framework for developing learners’ linguistic, pragmatic, intercultural, and communicative abilities in real-life educational contexts.
Keywords: Interactive communication; English language teaching; Communicative competence; Task-based language teaching; Learner-centered pedagogy; Technology-mediated interaction
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