Communicative competence (CC) is increasingly identified as a core graduate capability. However, the development of CC in Russian higher education is still limited due to the dominance of written form and teacher-centred instruction. This study examines the impact of peer learning and student-teacher interaction on CC. The study also examines the moderating role of technology usage. The data was collected from 302 undergraduate students from five universities in Russia. The data was analysed using AMOS. The result of this study showed that peer learning and student-teacher interaction affected positively the CC. In addition, the technology usage moderated the impact of peer learning and student-teacher interaction on CC. The study integrated the social factor and technology usage and highlighted the importance of collaborative learning and technology enhanced pedagogies to improve CC.