Abstract
The article examines the scientific and methodological basis for using interactive tools and effective methods in distance learning of the Kazakh language. In the modern digital educational environment, distance learning, as a new format of language education, is becoming an important tool for individualizing instruction and ensuring the interactivity of the learning process. The relevance of the study lies in identifying the compatibility of innovative technologies and pedagogical approaches in improving the quality of Kazakh language proficiency. The research aims to experimentally assess the impact of effective methods and interactive tools used in distance learning on learning outcomes. To this end, such contemporary approaches as the communicative approach, task-based learning, blended learning, and the flipped classroom model were examined, and the specific features of their adaptation to the practice of learning the Kazakh language were analyzed. In the experimental part of the study, an interactive lesson structure was developed using platforms such as Google Classroom, Moodle, Kahoot, Quizlet, and Zoom, while students’ language activity and level of engagement were comparatively examined. The research findings demonstrated that the systematic use of effective methods and interactive tools significantly improves students’ proficiency in the Kazakh language, as well as enhances their motivation and independent learning activity. The author emphasizes the need to improve teachers’ digital and methodological competencies in order to refine distance learning methodology in educational practice. The findings outlined in the article make both scientific and practical contributions to the development of a new format of language instruction and the establishment of innovative approaches to teaching the Kazakh language.