Abstract
The relevance of this research stems from the extensive use of artificial intelligence (AI) tools in foreign language instruction and from the need for methodologically sound approaches that ensure measurable progress in high school students’ communicative competence. The aim of the study is to identify and evaluate the impact of AI tools on the development of communicative competence in high school students learning English at School No. 117 in Almaty. The research methods include the analysis of scientific and methodological literature, the pedagogical design of a program for integrating AI, a quasi-experiment with control and experimental groups using a pre-post design, observation, diagnostic tasks, and expert assessment of speaking with rubrics (fluency, accuracy, interaction, coherence) on a 0-10 scale, followed by the calculation of an overall index. In the experimental group, students systematically used chatbots for dialogues and role-play situations, speech-to-text applications for self-correction of pronunciation and speech tempo, communicative task generators, and tools providing rapid feedback. Given comparable starting conditions, the overall communicative competence index in the experimental group increased from 5.075 to 6.95 (Δ = 1.875), while in the control group it rose from 5.075 to 5.675 (Δ = 0.6). In the experimental group, the most substantial improvements were observed in interaction and fluency, with noticeable progress also in accuracy and coherence. The study concludes that integrating AI as a source of regular speaking practice and prompt feedback – under specific pedagogical conditions (clear regulations, monitoring of learner autonomy, transparent assessment criteria, and structured reflection) – supports a more effective development of communicative competence in high school students.