Reframing Communicative Competence in the AI Era: A Conceptual Framework for Human-AI Communication in EFL Contexts

Abstract

This article highlights the limitations of original Communicative Competence (Hymes, 1972; Canale & Swain, 1980) and proposes a new framework, AI-Mediated Communicative Competence, to capture emerging dynamics of AI-mediated communication. The framework draws on the Thai context, where English learners continue to face an examination-oriented learning system.

This conceptual synthesis compiles recent studies on AI tools for English learning (Du & Daniel, 2024; Mingyan, Noordin, & Razali, 2025; Klímová, 2023; Yin et al., 2025) alongside research on Thai learners’ anxiety and confidence (Poonpon, 2017; Kitikanan & Sasimonton, 2017). These empirical findings inform the development of a framework that extends traditional Communicative Competence to align with digital-age learning. The synthesis shows that while AI tools can enhance skills such as fluency and accuracy, existing research does not yet provide systematic explanations of AI’s impact on discourse competence, strategic competence, and affective resilience. The proposed framework introduces five dimensions: AI-assisted grammatical competence, AI literacy as part of sociolinguistic competence, discourse competence under AI-mediated interaction, strategic competence for AI interaction, and affective resilience. Thailand is presented as a contextual case illustrating the need to adapt traditional Communicative Competence.

The framework contributes to theory and practice by expanding Communicative Competence to address communication in the AI era and by offering insights for instructors and policymakers on balanced AI integration. Future research should conduct empirical investigations and develop hybrid competence assessment tools to validate the framework in authentic classroom settings.