Аннотация
This study explores the pedagogical potential of a gamification-inspired digital speech simulator for developing foreign language communicative competence in higher education. While digital tools have demonstrated effectiveness in enhancing language learning outcomes, their instructional applicability from the perspective of future teachers remains underexplored. Addressing this issue, the study adopts a dual-perspective design that integrates evidence of learning effectiveness with pedagogical evaluation. The research is based on a two-phase approach. The first phase examines the impact of the speech simulator on learners’ communicative competence, while the second phase investigates how pre-service English teachers evaluate its usability and relevance for teaching practice. This integrated design provides a comprehensive understanding of the tool as both a learning resource and a potential instructional instrument. The findings indicate that the simulator effectively supports the development of communicative competence, particularly through structured task progression, multimodal content, and opportunities for independent practice. At the same time, participants identify limitations related to insufficient interaction, lack of personalized feedback, and underdeveloped gamification features. These constraints highlight the need for stronger alignment between technological design and pedagogical requirements. The study contributes to the field by demonstrating how digital language learning tools can be evaluated through both learner outcomes and teacher perspectives. It emphasizes the importance of integrating feedback, interaction, and instructional flexibility to enhance the pedagogical value of gamified environments. Overall, the results provide insights into the transition of digital tools from learning resources to meaningful components of teaching practice in technology-enhanced language education.