Developing English communication competence remains a major challenge for higher education students, particularly in contexts where English is learned as a second language. Traditional grammar-oriented instruction often provides limited opportunities for authentic interaction, critical thinking, and spontaneous communication now- a- days. At the same time, advances in artificial intelligence (AI), digital learning environments, and Communicative Language Teaching (CLT) have created new possibilities for improving learners' communication skills. Recent research suggests that AI can enhance personalized feedback, learner engagement, and classroom interaction when integrated thoughtfully into pedagogy.

 

This study proposes an AI-assisted communicative teaching model for learners. A mixed-methods research design is recommended, combining quantitative assessment of communication gains with qualitative interviews exploring learner and teacher experiences. Data would be analyzed using descriptive statistics, reliability testing, t-tests, ANOVA, and thematic analysis.

The study aims to demonstrate that integrating AI-supported learning activities with communicative teaching strategies improves total communication. The proposed framework contributes to English language pedagogy by combining technological innovation with learner-centered instructional design and offers practical recommendations for curriculum developers, teacher educators, and higher education institutions.

 

Keywords: English communication competence, Communicative Language Teaching,  Artificial Intelligence,  Higher Education, English Language Teaching,  Digital Pedagogy.