Abstract
This study examines the effectiveness of a purposefully constructed Foreign Language Learning Environment (FLLE) in developing foreign language communicative competence within Kazakhstani higher education. Focusing on four interrelated components—pedagogical resources, physical learning space, motivational strategies, and ICT integration—the study addresses the limited opportunities for authentic English communication characteristic of EFL contexts. A quasi-experimental design involving 69 undergraduate students was employed, with participants divided into experimental and control groups. Statistical analysis using the Mann–Whitney U test revealed significantly higher post-test results in the experimental group, particularly in speaking performance. The findings demonstrate that communicative competence development can be significantly enhanced when (1) instructional materials prioritize authentic, task-based communication, (2) classroom spaces are organized to facilitate face-to-face interaction, (3) motivational support is provided through speaking activities and extracurricular activities, and (4) ICT tools, including conversational AI, are used to extend communicative interaction beyond classroom time.