Мир закона

МРНТИ 16.21.07

УДК 378.635.016:811.161.1’221.24

Guzikova Valentina Victorovna — associate professor of the department of foreign languages at the Ural law institute of the Ministry of internal affairs of Russia, candidate of philological sciences, associate professor (Yekaterinburg, Russian Federation)

THE ROLE OF ARTIFICIAL INTELLIGENCE IN TEACHING ENGLISH IN A NON-LINGUISTIC UNIVERSITY

Annotation. The article addresses the effectiveness of applying modern innovative technologies based on artificial intelligence (AI) in practical classes for the course «Foreign language» in non-linguistic educational institutions. The author analyzes the meaning of the term «artificial intelligence» (AI) and its role in teaching a foreign language. The integration of AI into English language teaching is represents a promising yet complex area, containing both advantages and challenges. An attempt is made to substantiate the effectiveness and necessity of using AI tools to develop foreign language communication skills among students within the framework of foreign language teaching. The research concludes that a balanced approach is crucial, one that aims to fully realize the potential of AI in English language teaching, while minimizing possible risks and difficulties in its application. Foreign language teachers should use AI as an additional tool, not as a replacement for teaching and human interaction, combining the benefits of AI technology with their own experience and knowledge.

Keywords: artificial intelligence, English language teaching, language learning with modern technologies, chatbot, foreign language communication, listening, gamification, advantages, challenges.

Гузикова Валентина Викторовна — Ресей ІІМ Орал заң институтының шет тілдері кафедрасының доценті, филология ғылымдарының кандидаты, доцент (Ресей Федерациясы, Екатеринбург қ.)

ЛИНГВИСТИКАЛЫҚ ЕМЕС УНИВЕРСИТЕТТЕ АҒЫЛШЫН ТІЛІН ОҚЫТУДАҒЫ ЖАСАНДЫ ИНТЕЛЛЕКТТІҢ РӨЛІ

Түйін. Мақалада тілдік емес білім беру ұйымдарында «Шет тілі» пәні бой­ын­ша практикалық сабақтарда жасанды интеллект (ЖИ) негізінде заманауи иннова­циялық технологияларды қолданудың тиімділігі туралы мәселе қозғалады. Автор «жасанды интеллект» терминінің мағынасын және оның шет тілін оқытудағы рөлін талдайды. Ағылшын тілін оқытуға ЖИ интеграциясы артықшылықтар мен қиындықтарды қамтитын перспективалы, бірақ күрделі сала болып табылады. Шет тілін оқыту шеңберінде білім алушылардың шет тілдік қарым-қатынас дағдыларын қалыптастыру мақсатында құралдарды пайдаланудың тиімділігі мен қажеттілігін негіздеуге әрекет жасалуда. Зерттеу нәтижесінде ағылшын тілін оқыту кезінде жасанды интеллекттің әлеуетін толық ашуға бағытталған теңдестірілген тәсіл өте маңызды, оны қолдану процесінде мүмкін болатын тәуекелдер мен қиындықтарды азайту үшін өте маңызды деген қорытындыға келді. Шет тілі мұғалімдері жасанды интеллектті оқыту мен адаммен қарым-қатынасты алмастырудың орнына қосым­ша құрал ретінде қолдануы керек және жасанды интеллект технологиясының артықшылықтарын өз тәжірибелерімен және білімдерімен үйлестіруі керек.

Түйінді сөздер: жасанды интеллект, ағылшын тілін оқыту, қазіргі заманғы технологияларды пайдалана отырып тілді оқыту, чатбот, шет тілімен қарым-қатынас жасау, тыңдау, гамификация, артықшылықтар, проблемалар.

Гузикова Валентина Викторовна — доцент кафедры иностранных языков Уральского юридического института МВД России, кандидат филологических наук, доцент (Российская Федерация, г. Екатеринбург)

РОЛЬ ИСКУССТВЕННОГО ИНТЕЛЛЕКТА ПРИ ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ В НЕЯЗЫКОВОМ ВУЗЕ

Аннотация. В статье затрагивается вопрос об эффективности применения со­вре­менных инновационных технологий на основе искусственного интеллекта (ИИ) на практических занятиях по дисциплине «Иностранный язык» в неязыковых образовательных организациях. Автор анализирует смысл термина «искусствен­ный интеллект» и его роль при обучении иностранному языку. Интеграция ИИ в преподавание английского языка представляет собой многообещающую, но слож­ную область, содержащую как преимущества, так и проблемы. Предпринимается по­пытка обоснования эффективности и необходимости использования инстру­мен­тов ИИ с целью формировании навыков иноязычного общения обучающихся в рам­ках преподавания иностранного языка. В результате исследования делаются выводы о том, что крайне важен сбалансированный подход, ориентированный на полное раскрытие потенциала ИИ при обучении английскому языку, с тем чтобы сни­зить возможные риски и трудности в процессе его применения. Препода­ва­телям иностранных языков следует использовать ИИ как дополнительный ин­стру­мент, а не как замену обучения и взаимодействия с человеком, и сочетать преиму­щества технологии ИИ со своим собственным опытом и знаниями.

Ключевые слова: искусственный интеллект, преподавание английского язы­ка, изучение языка с использованием современных технологий, чат-бот, иноязыч­ное общение, аудирование, геймификация, преимущества, проблемы.

 

Introduction. The fundamental basis of the higher education system in the 21st century was the development of modern innovative technologies. According to various researchers and methodologists, digital media are becoming part of the international discourse, ranging from «euphoric proposals» to «pessimistic positions» and «opinions that emphasize the need to eliminate the risks associated with digital media»[1].

One of the latest technological developments that are attracting increasing interest in connection with the issues under consideration is artificial intelligence (AI). And it becomes an integral part of any sphere of activity in modern society. It has a significant impact on the educational process in general and foreign language teaching in particular. There are many different definitions of what exactly constitutes AI. «AI in a broad sense is a term that is used to describe a whole set of technologies capable of solving problems and performing tasks to achieve certain goals without explicit human guidance»[2].

Several Russian researchers and methodologists, such as Boyarinov D. A., Samari­na A. E., Tolstykh O. M. and others share the view that AI can contribute to the effectiveness of the learning process and help students achieve their goals, in addition, learning a foreign language through AI tools provides opportunities for self-education.

In the educational process, AI can become a useful tool, in particular, for those who study English. Students are increasingly using AI technologies to improve their language proficiency and gain deeper knowledge of the language. AI can help students in many areas, including reading comprehension, vocabulary, pronunciation, and grammar. Moreover, it can help students expand their vocabulary, develop listening skills, and learn conversational phrases. All these factors explain the relevance of the article under discussion.

The aim of the article is to describe methodological techniques and approaches of teaching English, taking into account the principles of AI technology. To achieve this goal, the author solves the following tasks:

1) to study the theoretical foundations of AI technology and its advantages in the framework of teaching the discipline “Foreign language”;

2) consider the key characteristics of educational tools and platforms based on AI;

3) to develop a methodology for teaching the discipline «Foreign language» using computer learning technology.

Results and discussion. The platform for the development and application of AI language learning systems was provided by Intelligent Computer-Assisted Language Learning (ICALL)[3]. It is based on the use of AI and machine learning algorithms to reduce the complexity of the language learning process[4]. Thus, based on ICALL recommendations, AI-based foreign language learning technologies are being developed and used to help people learn foreign languages in an effective and fun way[5].

Numerous AI-based applications, platforms, and assistants have been implemented in language teaching and learning, such as Duolingo, Coursera, Babbel, ChatGPT, Roseta Stone, Busuu, Linguist, Grammarly, or Google Assistant. They offer students personali­zed learning content and immediate feedback[6] and help them learn off-line more efficient­ly at their convenience.

There are many options for language learning applications based on AI technology that can be used by both teachers and students or students in language courses. Let’s consider some examples of using AI technology that can be used while learning English:

1. Google Translate.

Google Translate is mainly used for teaching and learning English. This is an online translator. Students can use it to translate words, phrases, sentences, and paragraphs from Russian to English or vice versa, which are often used in cross-language translation exercises. It is very useful for spell checking in English. One of the most effective tools for learning the pronunciation of words in foreign languages is Google Translate.

2. Orai.

As you know, Orai is an AI-based application that allows you to practice presentations to people who want to improve their public speaking skills. Students have the opportunity to obtain feedback on which aspect they need to improve. Lessons, practice, progress, and recording are some of the features offered by this platform that are designed to help students improve their speaking skills. There is interesting material in each of the main aspects that can be studied to develop your conversational skills. In the Lessons section, those wishing to improve their conversational skills can use the elements of this content to explore and practice their conversational abilities.

3. Chatbot.

Chatbots can improve people’s conversational abilities, contributing to the fluent and confident use of English in everyday life[7]. One of the significant advantages is the instant feedback they provide, which allows you to instantly eliminate mistakes in grammar, vocabulary, and pronunciation. This method allows you to more effectively identify and correct errors. Presenting new terms in context and providing exercises for reinforcement helps to enlarge vocabulary.

Some chatbots surpass the level of language proficiency by integrating cultural elements into discussions, helping students understand cultural nuances and their origins. They can provide important information about areas that may require more attention, thanks to their assessment and progress tracking functions. For example, when testing speaking skills in their academic groups, my colleagues concluded that students practicing the language at MondlyVR had a 65 % improvement in conversational abilities to perceive a foreign language environment compared to using standard audio and video materials.

4. Content Creation and Curation.

Artificial intelligence algorithms can quickly and accurately analyze large amounts of data, making it easier for language learners to find the most valuable and relevant material. AI can also help you create tests, language exercises, and other learning materials. Over time, new words, idioms, and expressions are added to languages as they change. Due to the continuous monitoring of linguistic developments with the help of AI, new linguistic components can be quickly incorporated into educational materials. This is a guarantee that language learners will be familiar with modern language usage, which will allow them to communicate in everyday situations.

AI-based platforms and applications are particularly useful for developing students’ listening and speaking skills. They create an attractive learning environment that simulates real-life situations using natural language processing (NLP) to analyze and respond to learners’ statements[8], and have the opportunity to create listening and speaking exercises tailored to the interests and proficiency of each individual learner[9].

There are many artificial intelligence tools that can help students develop these skills in an interactive and personalized way, such as Tutor AI, Conversly, Speak, Talkio AI, Lingostar, Duolingo, ELSA Speak, HelloTalk and Speechling and many more. They act as virtual assistants providing personalized instructions, targeted assignments, and authen­tic classroom scenarios. In addition, they also evaluate the students’ spoken lan­guage, comparing their pronunciation and intonation with the pronunciation and into­na­tion of native speakers; provide feedback and suggestions for improvement in real time.

5. ChatGPT.

Despite the mixed viewpoints and discussions among researchers about the use of AI-based tools that can assist students in completing written tasks, some authors[10] still support this practice[11]. AI-enabled text assistants such as Grammarly and LanguageTool usually analyze prepared texts and offer recommendations on how they can be improved based on spelling, punctuation, grammar, and style.

This tool allows students to focus more on the creative aspects and help them produce more professionally accurate texts in accordance with their specialty. As a result of regular use of the Grammarly and LanguageTool platforms, it was revealed that students showed a 60% improvement in writing skills compared to traditional written assignments offered by the teacher in the classroom.

Anyway, ChatGPT allows you to use it as a virtual assistant and share it with a pen pal:

Request: «Hello! Please be my pen pal. Let’s talk about AI in crime investigation».

Students have the opportunity to make a request regarding the selection of materials based on their language level.

Request: «Please make a list of books/movies/TV shows about crime detection for students with Upper Intermediate level of English».

Students can also use the function of simplifying and adapting complex texts for themselves:

Request: «Please simplify this text for A2 English learner (the selected text fragment is inserted)».

Moreover, this tool can also provide a grammatical explanation in simple words at the student’s request:

Request: «Explain when I should use Passive Voice in layman’s terms» etc.[12]

6. Gaming and Interactive Education.

Gamification is proved to be a useful tool in the area of education. By means of AI, gamification elements can be added to language learning applications, which will increase students’ motivation and engagement. Quizlet is a widely used AI-enhanced tool for learning and memorizing vocabulary using flashcards and various learning modes. Its interactive features make it popular among foreign language learners. For instance, students can take part in interactive games such as «Match» and «Crime Detection»”, which contribute to the dynamic development of language skills and increase interest in the foreign language they are learning.

Similarly, students can take part in a role-playing game in order to practice the skills of dialogical foreign language speech or undergo a trial interview using Chat GPRS elaborated by the OpenAI:

Request: «You are a recruiter in one of the NCBs for Interpol, I am a job seeker. Let’s have an interview, act like an expert».

Conclusion. The development of computer technology and mobile phones opens up prospects for increasing opportunities for many people around the world and expanding the use of AI. Digital learning technology also relies heavily on individual material tailored to each individual student. We currently have access to AI and adaptive systems based on big data. There is a possibility to choose an effective method of learning English based on the requirements and accessibility of each user.

Although AI can completely change the way English is taught, it is important take into consideration that highly qualified teachers are needed to provide context, emotional support, and a personalized approach that AI cannot fully replicate. The best conditions for language learning are probably those that combine AI advantages, along with the knowledge and participation of qualified teachers working with students in classrooms in different educational institutions.

It must be remembered that the implementation of AI in ELT is fraught with certain obstacles and challenges. The most obvious concerns relate to ethical considerations such as data privacy, the availability of AI-based tools to all students, and the use of AI tools to complete written assignments.

Thus, in order to fully reveal the potential of AI in teaching English and at the same time reduce possible risks and difficulties, a balanced approach is extremely significant. Foreign language teachers should use AI as an additional tool, rather than as a substitute for learning and interacting with humans, combining the benefits of AI technology with their own experience and knowledge.

 

Bibliography

1. Grimm Nancy, Michael Meyer and Laurenz Volkmann. Teaching English // Tübingen: Narr Francke Attempto.  — 2015. — P. 210.
2. Healey Justin. Artificial Intelligence (Volume 450). Thirroul: The Spinney Press. — 2020 // https://library.camhigh.vic.edu.au/ais/downloadfile/Qj0xOTU1NDk1NTgm VT02Mjk3OQ==/Artificial%20Intelligence.pdf> [accessed 02 January 2025].
3. Hassani K., Nahvi A., & Ahmadi A. Design and implementation of an intelligent virtual environment for improving speaking and listening skills // Interactive Learning Environments. — 2016. — № 24(1). — P. 252-271.
4. Pokrivčáková, S. Preparing teachers for the application of AI-powered technologies in foreign language education // Journal of Language and Cultural Education. — 2019. — № 7(3). — P. 135-153 // https://doi.org/10.2478/jolace-2019-0025.
5. Rebolledo Font de la Vall R., & González Araya F. Exploring the benefits and challenges of AI-language learning tools // International Journal of Social Sciences and Humanities Invention. — 2023. — № 10(1). — P. 7569-7576 // https://doi.org/10.18535/ijsshi/v10i01.02.
6. Luckin R., Holmes W., Griffiths M., & Forcier L. B. Intelligence unleashed: An argument for AI in education // London: Pearson. — 2016. — P. 60.
7. Кноль М. В., Шалбаева Д. Х., Тынбаева Г. С. Применение искусственного интеллекта при обучении иностранному языку // Вестник КазНПУ им. Абая, серия «Филологические науки». — 2024. — №3 (89). — С. 82-90.
8. Hapsari I. P., & Wu T. T. AI chatbots learning model in English speaking skill: Alleviating speaking anxiety, boosting enjoyment, and fostering critical thinking // Lecture Notes in Computer Science. 13449. — 2022. — P. 444-453 // https://doi.org/10.1007/978-3-031-15273-3_49
9. Zhou J. Design of AI-based self-learning platform for college English listening. Proceedings of 2020 2nd International Conference on Machine Learning, Big Data and Business Intelligence (MLBDBI). — 2020 // URL: https://doi.org/10.1109/ MLBDBI51377.2020.00114
10. Fitria T. N. Grammarly as AI-powered English writing assistant: Students’ alternative for writing English // Metathesis: Journal of English Language, Literature, and Teaching. — 2021. — № 1(5). — P. 65-78 // https://doi.org/10.31002/metathesis. v5i1.3519
11. Gayed J. M., Carlon M. K. J., Oriola A. M., & Cross J. S. Exploring an AI-based writing assistant’s impact on English language learners // Computers and Education: Artificial Intelligence. — 2022. — № 3. 100055 // https://doi.org/10.1016/j.caeai.2022.100055
12. Как использовать искусственный интеллект для изучения английского [Электронный ресурс] // https://linguatrip.com/blog/kak-ispolzovat-iskusstvennyj-intellekt-dlya-izucheni-anglijskogo

References

1. Grimm Nancy, Michael Meyer and Laurenz Volkmann. Teaching English // Tübingen: Narr Francke Attempto. — 2015. — P. 210.
2. Healey Justin. Artificial Intelligence (Volume 450). Thirroul: The Spinney Press. — 2020 // https://library.camhigh.vic.edu.au/ais/downloadfile/Qj0xOTU1NDk1NTgm VT02Mjk3OQ==/Artificial%20Intelligence.pdf> [accessed 02 January 2025].
3. Hassani K., Nahvi A., & Ahmadi A. Design and implementation of an intelligent virtual environment for improving speaking and listening skills // Interactive Learning Environments. — 2016. — № 24(1). — P. 252-271.
4. Pokrivčáková, S. Preparing teachers for the application of AI-powered technologies in foreign language education // Journal of Language and Cultural Education. — 2019. — № 7(3). — P. 135-153 // https://doi.org/10.2478/jolace-2019-0025.
5. Rebolledo Font de la Vall R., & González Araya F. Exploring the benefits and challenges of AI-language learning tools // International Journal of Social Sciences and Humanities Invention. — 2023. — № 10(1). — P. 7569-7576 // https://doi.org/10.18535/ijsshi/v10i01.02.
6. Luckin R., Holmes W., Griffiths M., & Forcier L. B. Intelligence unleashed: An argument for AI in education // London: Pearson. — 2016. — P. 60.
7. Knol’ M. V., Shalbayeva D. KH., Tynbayeva G. S. Primeneniye iskusstvennogo intellekta pri obuchenii inostrannomu yazyku // Vestnik KazNPU im. Abaya, seriya «Filologicheskiye nauki». — 2024. — №3 (89). — S. 82-90.
8. Hapsari I. P., & Wu T. T. AI chatbots learning model in English speaking skill: Alleviating speaking anxiety, boosting enjoyment, and fostering critical thinking // Lecture Notes in Computer Science. 13449. — 2022. — P. 444-453 // https://doi.org/10.1007/978-3-031-15273-3_49
9. Zhou J. Design of AI-based self-learning platform for college English listening. Proceedings of 2020 2nd International Conference on Machine Learning, Big Data and Business Intelligence (MLBDBI). — 2020 // URL: https://doi.org/10.1109/ MLBDBI51377.2020.00114
10. Fitria T. N. Grammarly as AI-powered English writing assistant: Students’ alternative for writing English // Metathesis: Journal of English Language, Literature, and Teaching. — 2021. — № 1(5). — P. 65-78 // https://doi.org/10.31002/metathesis. v5i1.3519
11. Gayed J. M., Carlon M. K. J., Oriola A. M., & Cross J. S. Exploring an AI-based writing assistant’s impact on English language learners // Computers and Education: Artificial Intelligence. — 2022. — № 3. 100055 // https://doi.org/10.1016/j.caeai.2022.100055
12. Kak ispol’zovat’ iskusstvennyy intellekt dlya izucheniya angliyskogo [Elektronnyy resurs] // https://linguatrip.com/blog/kak-ispolzovat-iskusstvennyj-intellekt-dlya-izucheni-anglijskogo