This article explores the methodological foundations, practical organization, and pedagogical impact of integrating the “Pen Pals” project into English language instruction for future teachers. The study analyzes how the Pen Pals model enhances communicative competence, intercultural awareness, and professional skills in pre-service teachers, drawing on both theoretical frameworks and empirical evidence from contemporary language education. By situating the project within the broader paradigm of task-based and experiential learning, the paper demonstrates its alignment with current educational standards and 21st-century competencies. Through qualitative and quantitative analysis, the research highlights the benefits and challenges encountered in implementing the Pen Pals methodology, concluding with recommendations for effective integration in teacher training programs.  

Pen Pals, methodology, English language teaching

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