This study investigates communicative competence development among university ESL learners from a sociocultural perspective, emphasizing language learning as a socially mediated process shaped by interaction and scaffolding. Grounded in Sociocultural Theory, the research examines how teacher-mediated, peer-mediated, and AI-mediated scaffolding operate within learners’ Zones of Proximal Development. Addressing gaps in existing literature, the study explores the integrated role of multiple mediational agents rather than examining them in isolation. A mixed-method comparative design was employed, involving a traditional classroom group and an AI-assisted group, using pre- and post-speaking assessments, classroom observations, and AI interaction logs.

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