BALANCING PERSONALISED LEARNING WITH THE DOGME ELT FRAMEWORK FOR DEVELOPING COMMUNICATIVE SKILLS: A CASE STUDY IN ARMENIAN CLASS

In the evolving landscape of language learning and teaching, it is of high relevance to use methods that not only foster effective language acquisition but also engage students by addressing their individual needs and interests. This study explores the integration of Dogme ELT (Teaching Unplugged) and personalized learning strategies within an English as a Foreign Language (EFL) context, aiming to increase student engagement, communicative competence, and motivation in shaping their own learning track. By blending these approaches, the research examines how a dynamic, learner-centered environment can be attained at the same time not completely denying traditional course materials, such as textbooks, and the integration of digital tools as well. The study has been conducted with a group of 20 high school students, who partook in a controlled experiment comparing the traditional coursebook-based lesson environment with a more flexible, interactive and harmonious approach that combined coursebooks, Dogme ELT principles. The resultant data displayed significant uplift in learners engagement, language fluency and communicative competence when Dogme ELT and personalised learning strategies are enacted. These results underline the significance of adapting teaching philosophy to better suit multifaceted needs of students in today’s highly developed digital age.