Abstract

This article examines the pedagogical conditions under which interactive teaching strategies can support the development of students’ collaboration skills in English language learning. The purpose is to propose a methodological framework that integrates communicative language practice with the deliberate development of shared planning, coordinated participation, and collective responsibility. The article adopts a conceptual approach, comparing selected interactive strategies through the principles of cooperative learning and communicative language teaching. Particular attention is given to jigsaw activities, information-gap tasks, collaborative writing, and group projects, with each strategy examined in relation to the collaborative actions it requires from learners. The proposed framework organises classroom interaction around a sequence of shared goal setting, role negotiation, joint task completion, and reflective evaluation. Collaboration is operationalised through observable indicators, including equitable participation, active listening, reasoned negotiation, mutual assistance, and integration of individual contributions into a shared outcome. Teacher guidance, language support, and transparent assessment criteria are considered essential components of this instructional design. The framework combines peer assessment with individual reflection to document both group processes and personal contributions. Its practical contribution lies in connecting specific teaching strategies with explicit collaboration objectives and assessment indicators, providing a basis for lesson planning and subsequent empirical evaluation in English language classrooms.