THE RELATIONSHIP BETWEEN CREATIVE TECHNOLOGIES AND COMMUNICATIVE COMPETENCE DEVELOPMENT: A THEORETICAL FRAMEWORK

This paper proposes a theoretical framework for understanding the relationship between creative technologies and communicative competence development among EFL learners. Despite growing empirical evidence for the positive effects of digital storytelling, game-based learning, podcast and vlog production, mind-mapping, and simulation on language learning outcomes, the field lacks a coherent theoretical account of the mechanisms producing these effects. Drawing on communicative language teaching theory, Vygotskian sociocultural theory, self-determination theory, and multimodal literacy research, the paper argues that creative technologies develop communicative competence through four interconnected mechanisms: authentic communicative engagement, affective facilitation, multimodal scaffolding, and reflective self-monitoring. The framework provides a principled basis for designing creative technology interventions and selecting appropriate outcome measures in EFL research.