Abstract
The aim of the study is to develop and validate a methodology for teaching English to tourism students in Kazakhstan through art-based approaches and gamification. It may be assumed that the use of such approaches will contribute to the development of students' linguistic creativity, to the improvement of communication skills as well as to the ability increase to effectively interact with clients from different countries of the world. 180 tourism students were involved in the study. who are studying English at higher education institutions in Kazakhstan (Turkistan, Almaty, Astana). The results of the study confirmed that a combined learning model that integrates art technologies and gamification elements is more effective than traditional methods of teaching English to students of tourism specialties. An increase in the level of linguistic creativity and communicative flexibility of students was established. This contributed to their motivation increase as well as involvement in the educational process. The most effective tool for developing communicative flexibility was simulation exercises, which contributed to an increase in adaptability, speed of reaction, and diversity of communicative strategies. Digital quests and simulations also increased students’ engagement, confidence, and readiness for professional interaction. In addition, customer-oriented outcomes, including customer satisfaction and problem-solving quality, improved, confirming the practical relevance of the proposed methodology for the tourism industry. The qualitative analysis of students’ narratives showed that the stories they created became more creative, emotionally expressive, and adaptable to different communicative situations.