Аннотация
This study investigates the effectiveness of implementing a communicative-activity-based methodology for developing students' soft skills through essay writing in school language courses. The focus is on assessing improvements in communication, critical thinking, creativity, and self-expression within the framework of essay composition. The research was conducted in secondary schools in Turkistan, Kazakhstan, with 204 students from grades 10–11. The methodology included an experimental design comparing control and experimental groups, supported by surveys, interviews, practical writing tasks, and qualitative/quantitative analysis. The experimental group was exposed to a specially designed essay-writing model rooted in communicative-activity theory. The Kramer-Welch test was applied for statistical validation of the hypothesis. The results demonstrate a significant increase in the experimental group’s soft skills development. 81% of students in the experimental group could define the essay genre after training (compared to 19% before), and 70% reported increased confidence in written self-expression. Additionally, students' ability to reason, structure ideas, and apply creative strategies showed measurable improvement. The final essays exhibited stronger organization, originality, and linguistic expressiveness. This study offers a validated model for integrating soft skills training into language education via structured essay writing. It contributes to both pedagogical theory and classroom practice by linking genre-based writing tasks with the holistic development of learners' communicative competencies.