Integrating everyday situations into English language teaching: experience of application in groups from A1 to C1

this article presents an analysis of the LIFE TALK™ method as an innovative tool for developing foreign-language communicative competence in the context of modern educational challenges. The study is based on an approach that combines linguodidactics, cognitive psychology, and sociocultural learning theory. Particular attention is paid to emotional engagement, personalization of learning, and the connection of language material with students' personal experiences. Through empirical observation of 108 students at levels A1 – C1, changes in CEFR (Speaking) criteria, motivation, speech barriers, and confidence were analyzed. The results showed that realistic scenarios (e.g., "At the Doctor's" and "An Argument with a Colleague") used in the method contribute to increased speech activity, the development of soft skills, and increased motivation for learning. LIFE TALK™ demonstrated its greatest effectiveness at the B1 – B2 levels and adaptability to beginner and advanced levels through scaffolding and problem-based content. This article presents comparative data across online and offline formats, analyzes preferred stimuli and topics, and identifies key emotional and motivational mechanisms for language acquisition. Conclusions are drawn about the importance of empathy, self-reflection, and personal engagement in learning as factors in fostering sustainable motivation. This work will be useful for English language teachers, methodologists, curriculum developers, and specialists in emotional and intellectual pedagogy.

communicative competence, LIFE TALK™ methodology, emotional intelligence, soft skills, speech activity, motivation for learning, personalization, scaffold support, sociocultural approach