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Artykuły w czasopismach na temat „Artificial intelligence in language teaching”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Turdaliyevna, Berdiyeva Barno. "USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN LANGUAGE TEACHING." International Journal Of Literature And Languages 4, no. 11 (2024): 35–39. http://dx.doi.org/10.37547/ijll/volume04issue11-08.

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This article examines the role of artificial intelligence (AI) technologies in language teaching, exploring their applications, benefits, and limitations. It provides an overview of how AI-driven tools, such as automated speech recognition systems, adaptive learning platforms, and intelligent feedback mechanisms, enhance linguistic skills like pronunciation, writing, and grammar. The findings highlight measurable improvements in learner outcomes, increased engagement, and the potential for personalized instruction.

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Sotomayor Cantos, Karina Fernanda, Rosa Cecibel Varas Giler, and Israel Eduardo Castro Magayanes. "Artificial Intelligence In Language Teaching And Learning." Ciencia Latina Revista Científica Multidisciplinar 7, no. 4 (2023): 5629–38. http://dx.doi.org/10.37811/cl_rcm.v7i4.7368.

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Due to its capacity to simulate human intelligence processes that are managed by machines, particularly computer systems, artificial intelligence (AI) seems to have numerous applications nowadays. From this perspective, this article presents a literature review of the applications of AI in the teaching and learning of languages. A search of articles was carried out in the Google Scholar database. The method used to review the articles selected is the qualitative research method, specifically content analysis. The study's conclusions show, due to its many advantages, AI is essential in language

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Khodjakulova, Feruza Rustamovna. "THE IMPACT OF ARTIFICIAL INTELLIGENCE ON TEACHING LANGUAGES." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 617–18. https://doi.org/10.5281/zenodo.15415024.

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Artificial Intelligence (AI) is revolutionizing language teaching by enhancing learning experiences, personalizing education, and increasing accessibility. AI-powered tools such as chatbots, speech recognition software, and machine translation have transformed the way students acquire and practice new languages. However, challenges such as dependency on technology, ethical concerns, and potential biases in AI algorithms need to be addressed. This paper explores the benefits and limitations of AI in language teaching, emphasizing its role in improving efficiency, engagement, and adaptability in

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Fatkulina, Luiza. "DEVELOPMENT OF INNOVATIVE APPROACHES AND METHODS FOR TEACHING JAPANESE AT THE ELEMENTARY LEVEL USING ARTIFICIAL INTELLIGENCE AT TSUOS (SUGGESTIONS AND EXAMPLES)." Oriental Renaissance: Innovative, educational, natural and social sciences 5, no. 21 (2025): 144–54. https://doi.org/10.5281/zenodo.15569656.

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<em>Today, with a rapid development, serious attention is paid to the use of artificial intelligence (AI) in the field of learning foreign languages. This article discusses the motivation and level of interest of Japanese language learners using artificial intelligence, and the innovative approaches and methods of teaching Japanese at an elementary level. One of the basic principles of effective study of foreign languages is to maintain a high level of student activity as well as a harmonious combination of internal and external motivation. The article covers the initial study of Japanese usin

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Chien-Hsing Huang. "Programming Teaching in the Era of Artificial Intelligence." Eximia 13 (July 6, 2024): 583–89. http://dx.doi.org/10.47577/eximia.v13i1.488.

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With the development of science and technology, computer applications are changing with each passing day, changing our lives in all aspects. Computers have become an indispensable tool in life, and learning programming languages to operate computers has become a major focus of education. From low-level languages to high-level languages to visual programming languages, and finally to generative artificial intelligence to generate code. Program development tools are constantly updated as computers advance. This has the benefit of lowering barriers to learning, but also results in a weaker unders

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Zhong, Xing. "Exploring the Practical Teaching Mode of Language Laboratory based on Artificial Intelligence." International Journal of Education and Humanities 16, no. 3 (2024): 24–29. http://dx.doi.org/10.54097/zjhtq957.

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With the rapid development of artificial intelligence (AI) technology, its application in the field of education is becoming more and more extensive, especially in the teaching mode of language laboratory, AI technology shows great potential and innovation space. The purpose of this paper is to explore the practical teaching mode of language lab based on artificial intelligence, and to reveal its advantages and challenges in language learning by analysing the current status of the application of AI technology in teaching. This study aims to explore the in-depth analysis of the research on the

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Akbarani, Rizqi. "USE OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING." International Journal of English Learning and Applied Linguistics (IJELAL) 4, no. 1 (2024): 14–23. http://dx.doi.org/10.21111/ijelal.v4i1.10756.

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In recent years, there has been a growing interest in the integration of artificial intelligence (AI) into various fields. Artificial Intelligence (AI) also has become a prominent technology in various fields, including education. One area where Artificial Intelligent (AI) has shown great potential is in English Language Teaching (ELT). With the rapid development of technology, Artificial Intelligent (AI) tools and applications have been integrated into language learning platforms, classrooms, and online resources, transforming the way English is taught and learned. In the realm of language te

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Abralieva, B. K., and M. A. Userbayeva. "INTERACTIVE METHODS IN TEACHING LANGUAGES USING ARTIFICIAL INTELLIGENCE." Bulletin of Dulaty University 17, no. 1 (2025): 160–68. https://doi.org/10.55956/xwfq5091.

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The article discusses new opportunities and approaches to the use of artificial intelligence (AI) in language learning. These methods allow students to actively participate in the language learning process, as well as improve the quality of learning. AI tools, for example, help students improve their vocabulary, grammar skills, and speech skills through automated translators, language models, voice recognition, and text handling capabilities. The article analyzes the effectiveness of interactive methods and their role in the field of education, as well as shows the potential of AI to make the

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Shevchenko, О., and O. Оgurtsova. "ARTIFICIAL INTELLIGENCE FOR LANGUAGE TEACHING AND LEARNING." International Humanitarian University Herald. Philology 2, no. 60 (2023): 99–102. http://dx.doi.org/10.32841/2409-1154.2023.60.2.23.

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Sysoyev, P. V. "The use of artificial intelligence technologies in foreign language teaching: the subject of methodological works for 2023 and prospects for further research." Tambov University Review. Series: Humanities 29, no. 2 (2024): 294–308. http://dx.doi.org/10.20310/1810-0201-2024-29-2-294-308.

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Importance. The rapid spread of artificial intelligence (AI) technologies and the use of AI tools in education have stimulated the emergence of a large body of scientific and methodological works devoted to methods of foreign language teaching based on AI. At the same time, most of the publications are not distinguished by obvious scientific novelty or practical value. The purpose of the research is to analyze and classify scientific articles on methods of foreign languages teaching, published in Russian highly rated scientific publications in 2023, to highlight the main subjects of the works

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Yang, Aijun. "Challenges and Opportunities for Foreign Language Teachers in the Era of Artificial Intelligence." International Journal of Strategic Research in Education, Technology and Humanities 12, no. 1 (2024): 110–23. http://dx.doi.org/10.48028/iiprds/ijsreth.v12.i1.07.

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The emergence of large-scale language models such as ChatGPT has presented unprecedented challenges and opportunities in foreign language education. On one hand, artificial intelligence poses a disruptive crisis; on the other hand, it offers new educational insights, methodologies, and resources. Faced with these challenges and opportunities, university foreign language teachers must seize the opportunity to integrate intelligent technology into their teaching practices to enhance their teaching abilities and the quality of talent development. This study aims to investigate approaches for inte

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Yang, Aijun. "Challenges and Opportunities for Foreign Language Teachers in the Era of Artificial Intelligence." International Journal of Education and Humanities 4, no. 1 (2024): 39–50. http://dx.doi.org/10.58557/(ijeh).v4i1.202.

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The emergence of large-scale language models such as ChatGPT has presented unprecedented challenges and opportunities in foreign language education. On one hand, artificial intelligence poses a disruptive crisis; on the other hand, it offers new educational insights, methodologies, and resources. Faced with these challenges and opportunities, university foreign language teachers must seize the opportunity to integrate intelligent technology into their teaching practices to enhance their teaching abilities and the quality of talent development. This study aims to investigate approaches for inte

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Evstigneev, M. N. "Planning a foreign language lesson using generative artificial intelligence technologies." Tambov University Review. Series: Humanities 29, no. 3 (2024): 617–34. http://dx.doi.org/10.20310/1810-0201-2024-29-3-617-634.

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Importance. The widespread use of generative artificial intelligence technologies has an impact on all stages of pedagogical activity, including the planning stage. Taking into account the language teaching features of artificial intelligence technologies, such as generativity and the ability to personalize the curriculum, it is necessary to note a significant increase in educational motivation when teaching a foreign language. This circumstance also explains the active surge in the use of generative artificial intelligence technologies by students when preparing homework or preparing for clas

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Saidkodirovna, Saidkodirova Dilfuzakhon. "Artificial Intelligence andCreativity: A Threat orA New Tool forForeign Language Teachers." Current Research Journal of Philological Sciences 6, no. 4 (2025): 4–8. https://doi.org/10.37547/philological-crjps-06-04-02.

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The application of Artificial Intelligence (AI) in education has raised arguments about its impact on creativity, particularly in foreign language teaching. While some view AI as disrupting traditional teaching methods by reducing teachers' creative abilities, others see it as a powerful tool that aids language learning. This paper addresses the dual role of AI in foreign language teaching, explaining how it can limit or expand teachers' creativity. The study considers AI-facilitated tools, their effect on lesson design, learning customization, and students' motivation. While AI can't replace

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Jumanazarovna, Jo’rabekova Madinabonu. "Using artificial intelligence to improve the quality of teaching." European International Journal of Multidisciplinary Research and Management Studies 5, no. 1 (2025): 95–97. https://doi.org/10.55640/eijmrms-05-01-23.

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In private ESL education, the adoption of artificial intelligence (AI) tools offers great potential to improve teaching methods. With basic technical skills, teachers can use AI to optimise lesson creation and delivery, resulting in effective and varied learning experiences for students. Learn three ways to use AI and what it can do for teachers of English as a foreign language.

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PONOMARENKO, N., G. TIMCHENKO, and G. NEUSTROIEVA. "THE IMPACT OF ARTIFICIAL INTELLIGENCE ON LANGUAGE LEARNING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 34 (December 18, 2024): 185–89. https://doi.org/10.33989/2075-146x.2024.34.318106.

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In recent years, due to the rapid development of computer science, artificial intelligence has entered a new stage of development. There is a constant impact on changing the methods and concepts of foreign language learning and teaching. Like artificial intelligence, foreign language learning is also closely related to the use of neuroscience, hence artificial intelligence finds its own application in the field of language learning relatively easily. With the rapid development of information technology, the rational use of artificial intelligence in teaching has become an integral trend of mod

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Schmidt, T., and T. Strassner. "Artificial Intelligence in Foreign Language Learning and Teaching." Anglistik 33, no. 1 (2022): 165–84. http://dx.doi.org/10.33675/angl/2022/1/14.

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Kuvshinova, Ekaterina. "APPLICATION OF ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE TEACHING." HUMANITIES OF THE SOUTH OF RUSSIA 13, no. 2 (2024): 75–84. http://dx.doi.org/10.18522/2227-8656.2024.2.7.

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Sofronieva, Ekaterina, Christina Beleva, and Galina Georgieva. "Use of Artificial Intelligence in Foreign Language Teaching." Pedagogika-Pedagogy 97, no. 1s (2025): 45–64. https://doi.org/10.53656/ped2025-1s.03.

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The evolvement and implementation of generative artificial intelligence (AI) models in education calls for clearer outlining of AI benefits and limitations. This original research carried out in summer 2024 at Sofia University “St. Kliment Ohridski”, aimed at testing the extent to which AI-generated texts can be used as a pedagogical tool in language instruction. A novel instrument was devised to measure how well students engage with and distinguish between AI-generated and human texts across two literary genres. Altogether, 134 university students from several majors in the field of education

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T. Murari. "Impact of Artificial Intelligence on English Language Teaching." Communications on Applied Nonlinear Analysis 32, no. 9s (2025): 2602–9. https://doi.org/10.52783/cana.v32.4563.

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Artificial intelligence (AI) has rapidly emerged as a transformative technology in various fields, and its impact on education is no exception. This research paper aims to explore the influence of AI on English Language Teaching (ELT) and its potential implications for educators, learners, and the field as a whole. By examining the advancements, benefits, challenges, and future prospects of AI in ELT, this paper provides valuable insights into how this technology is reshaping language learning and teaching methodologies.

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Dolzhich, E. A., and S. V. Dmitrichenkova. "USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN TEACHING SPANISH LANGUAGE." Современные наукоемкие технологии (Modern High Technologies), no. 5 2025 (2025): 170–75. https://doi.org/10.17513/snt.40406.

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Evstigneev, M. N. "Principles of foreign language teaching based on artificial intelligence technologies." Tambov University Review. Series: Humanities 29, no. 2 (2024): 309–23. http://dx.doi.org/10.20310/1810-0201-2024-29-2-309-323.

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Importance. The widespread use of artificial intelligence technologies affects the language education system. In the few years since the advent of artificial intelligence technology, it has transformed from a theoretical concept into a dynamic force that changes ideas about classical language education. The transition to digital didactics defines new types of relationships between participants in the educational process: the teacher, the student, the educational environment and new technologies. Accordingly, the role of the teacher and the content of didactic and methodological principles of t

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Titova, S. V., and I. V. Kharlamenko. "Training of staff for the use of artificial intelligence in foreign language teaching." Moscow University Bulletin. Series 19. Linguistics and Intercultural Communication 28, no. 1, 2025 (2025): 66–84. https://doi.org/10.55959/msu-2074-1588-19-28-1-5.

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The article addresses the issue of developing foreign language teachers in the field of artificial intelligence integration. Artificial intelligence is part of the IT tradition and has significant potential to change the educational process, for example doing routine activities or giving feedback to students. Artificial intelligence technologies such as speech and text generation, machine translation, linguistic corpora, etc. are used in foreign language teaching. However, some studies show that only a small part of teachers are ready and willing to use artificial intelligence in their teachin

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Yefymenko, Tetiana, Tamara Bilous, Anna Zhukovska, Iryna Sieriakova, and Iryna Moyseyenko. "Technologies for using interactive artificial intelligence tools in the teaching of foreign languages and translation." Revista Amazonia Investiga 13, no. 74 (2024): 299–307. http://dx.doi.org/10.34069/ai/2024.74.02.25.

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The article explores the potential of artificial intelligence technologies in teaching foreign languages and translation. It explores the advantages and possible challenges of using such technologies in language education and provides practical examples. The article also discusses perspectives on the future development and use of interactive artificial intelligence tools in the field of language teaching and translation. The integration of artificial intelligence into higher education has ushered in a new era of transformation in educational processes, reforming various aspects of the educatio

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Zhong, Xing. "Innovative Strategies for Artificial Intelligence-Enabled Language Laboratory Teaching in the Context of Educational Modernization." International Journal of Education and Social Development 1, no. 2 (2024): 24–29. https://doi.org/10.54097/whw2eq26.

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With the development of science and technology, artificial intelligence has risen in the field of education, bringing new opportunities and challenges to language laboratory teaching. This study aims to explore effective strategies for language laboratory teaching from the perspective of artificial intelligence to improve teaching quality. Through theoretical analysis and practical cases, the application principles, personalized learning theories and strategy applications of artificial intelligence in language laboratory teaching are elaborated, including the innovative application of intellig

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Gavrilov, Maxim V. "Methodical model of teaching law students to legal drafting in a foreign language using artificial intelligence tools." Tambov University Review. Series: Humanities, no. 6 (2023): 1452–66. http://dx.doi.org/10.20310/1810-0201-2023-28-6-1452-1466.

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Importance. The construction of methodical models of teaching is due to a number of factors that determine the trajectories of the pedagogical science development. Modeling allows to systematize and optimize the learning process, thereby making it purposeful and effective. The methodical model, acting as a framework, defines the structure, content and sequence of educational actions aimed at achieving a specific result. However, in order to build an effective methodical model of teaching, a teacher requires high-quality training, deep knowledge and pedagogical qualifications. In the context of

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Tleuzhanova, Gulnaz, Zhuldyz Tentekbayeva, Damira Jantassova, and Alfiya Kitibayeva. "THE IMPACT OF ARTIFICIAL INTELLIGENCE ON ENGLISH LANGUAGE TEACHING IN THE CONTEXT OF FORMAL AND INFORMAL HIGHER EDUCATION." National Center for Higher Education Development 48, no. 3 (2024): 126–34. http://dx.doi.org/10.59787/2413-5488-2024-48-4-126-134.

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This article considersthe impactof artificial intelligence on the process of teaching English in formal and informal higher education. The authors studythe use of various artificial intelligence technologies, such as machine learning, neural networks and automated speech analysis systems, to improve the effectiveness of teaching English to students, analyze the advantages and disadvantages of using artificial intelligence in teaching English, and offer recommendations for optimizing this process. The authors presentedresearchof the influence of artificial intelligence on the process of teachin

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Zang, Jinli. "Model Construction of Chinese Language Teaching from the Perspective of Artificial Intelligence." Journal of Innovation and Development 8, no. 2 (2024): 60–63. http://dx.doi.org/10.54097/4cdppy80.

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With the evolution of the information age, artificial intelligence has become an important variable affecting future social development, and its educational value has been widely recognized. In 2018, the Ministry of Education's "Education Informatization 2.0 Action Plan" put forward higher requirements for teaching informatization. The integration of artificial intelligence and education is the only way to improve teaching quality and cultivate talents that adapt to the development of the times. The core of educational informatization is the intelligence of teaching, which makes teaching metho

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Efremova, Alla E. "The Potential of Artificial Intelligence in Teaching a Foreign Language at a University." Scholarly Notes of Transbaikal State University 19, no. 3 (2024): 113–22. http://dx.doi.org/10.21209/2658-7114-2024-19-3-113-122.

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The rapid development of artificial intelligence, neural networks, naturally gives impetus to the development and modernization of the education sector. New technologies practically affect the processes of teaching. The purpose of the study is to test the practical effect of the technology of interaction between a teacher, students and artificial intelligence. The task is solved to develop and describe the techniques, algorithm and results of the work of a teacher and students with the integration of the artificial intelligence technologies into the educational process. This shows the theoreti

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Cao, Jie, Jing Cao, and Yuan Tao. "Reform and Development of English Teaching in Colleges and Universities with the Integration of ChatGPT Technology." Journal of Contemporary Educational Research 8, no. 6 (2024): 71–76. http://dx.doi.org/10.26689/jcer.v8i6.7190.

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As an artificial intelligence-powered language generation model based on natural language processing, ChatGPT, like other artificial intelligence technologies, possesses super real-time dialogue capabilities and is considered an innovative and intelligent auxiliary teaching tool in the field of language learning. This article first analyzes the current state of development of artificial intelligence technologies such as ChatGPT. Secondly, it examines the challenges encountered in the reform and development of English teaching in colleges and universities in China. Lastly, it summarizes the app

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Sysoyev, Pavel V., Evgeniy M. Filatov, and Danila O. Sorokin. "Feedback in foreign language teaching: from information technologies to artificial intelligence." Yazyk i kul'tura, no. 65 (2024): 242–61. https://doi.org/10.17223/19996195/65/11.

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The modern stage of technological advancement is characterized by the dynamic development of artificial intelligence (AI) technologies and their integration into education. Of the several dozen artificial intelligence technologies used in various spheres of human activity, the most widely used in education are: a) machine learning, b) natural language processing, c) data science and d) intelligent tutoring system. On their basis, artificial intelligence tools are created, which have significant language teaching potential and in many ways change the traditional roles of the teacher and learner

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Kismetova, G., and M. Amirhanova. "ARTIFICIAL INTELLIGENCE IN TEACHING ENGLISH PROSPECTS AND LIMITATIONS." Slovak international scientific journal, no. 89 (November 15, 2024): 34–37. https://doi.org/10.5281/zenodo.14167040.

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This article explores the role of artificial intelligence (AI) in teaching English as a foreign language in the context of Kazakhstan. The paper examines both the prospects and limitations of using AI tools in educational settings based on global and Kazakhstani research. AI applications such as virtual tutors, grammar-checking programs, and language-learning apps are increasingly being integrated into English language teaching to improve personalized learning and student engagement. The practical part of the study includes the experience of using AI tools with 7th-grade students at Zhuban Mol

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Demianenko, Olha, and Tetiana Moroz. "LINGUISTIC AND DIDACTIC POTENTIAL OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES." Scientific Journal of Polonia University 66, no. 5 (2024): 9–16. https://doi.org/10.23856/6601.

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The article deals with the issue of artificial intelligence that should be integrated with traditional foreign language teaching methods to create a balanced and effective approach. When artificial intelligence is fully integrated into the educational process, learning tasks will reach a new level. Feedback, personalizing learning, adapting to everyone’s needs will have a significant impact on learners. Special attention is paid to the benefits of implementing artificial intelligence in learning and also the methodological and didactic potential of chatbots. Currently, higher education institu

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Xie, Jiale. "Opportunities and challenges brought by artificial intelligence to second language teaching: A case study of international Chinese language education." Advances in Engineering Innovation 3, no. 1 (2023): 41–46. http://dx.doi.org/10.54254/2977-3903/3/2023045.

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In the context of the widespread application of artificial intelligence technology, international Chinese language education is taking on new characteristics. The next generation of artificial intelligence is profoundly impacting the global education landscape and transforming the methods of knowledge production, driving the digitization of international Chinese language education and innovating all elements of education. It is systematically constructing a new ecosystem for the future of international Chinese language education, attracting extensive attention and lively discussions in the edu

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Dávila Macías, Araceli Maritza, Diego Omar Armijos Solano, Laura María Palma Perero, Julio Andres Roca Panimboza, and Cristhian Joel Lucas Soledispa. "The Potential of Artificial Intelligence to Improve Speaking Skills in a Second Language (English) Fluently." Ciencia Latina Revista Científica Multidisciplinar 8, no. 3 (2024): 3826–36. http://dx.doi.org/10.37811/cl_rcm.v8i3.11592.

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This article aims to offer insight into the development of artificial intelligence (AI) and its influence on improving second language learning, with a specific emphasis on English. Through extensive research, several studies were examined that demonstrated the effectiveness of artificial intelligence in improving oral fluency in language learners. The study also investigated the effects of integrating artificial intelligence into language learning, taking into account aspects such as technology capacity, data protection, and equity in language education opportunities. It also examines the eth

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Ahmed, Ihsan, Abdul Ghafoor, Deemimah Liliuara, and Vina Qurrota’ Akyuningrum. "The impact of ai learning tools on ESL learners' motivation and success: A systematic literature review." English Learning Innovation 6, no. 1 (2025): 134–42. https://doi.org/10.22219/englie.v6i1.38961.

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This review identifies key trends and findings on the effectiveness of Artificial intelligence chatbots, e.g., ChatGPT and other AI tools adaptive teaching things, and language gratitude systems in successful English as a second language achievement by examining 35 articles published after 2022. The results showed that Artificial Intelligence (AL) can increase students’ motivation if they have up-to-date information abilities, actual period feedback, and gamified features that advance with intrinsic and extrinsic motivation. Artificial Intelligence (AI) chatbots facilitate personality teaching

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Dao Thi Lan, Vu Van Khuong, and Nguyen Thi Quynh Thư. "Employing Artificial Intelligence for Foreign Language Education." Journal of Education, Linguistics, Literature, and Art 2, no. 2 (2024): 89–95. https://doi.org/10.62568/ella.v2i2.397.

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With the rapid advancement of computing and information processing technologies, artificial intelligence (AI) has become increasingly integrated into the field of education. In the context of foreign language teaching and learning, AI offers both transformative opportunities and complex challenges. Technologies such as speech recognition, natural language processing, chatbot and machine translation have demonstrated considerable potential in supporting students' language acquisition and improving learning outcomes. These tools enable more personalized, efficient, and interactive learning exper

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Dao Thi Lan, Vu Van Khuong, and Nguyen Thi Quynh Thư. "Employing Artificial Intelligence for Foreign Language Education." Journal of Education, Linguistics, Literature, and Art 3, no. 1 (2025): 1–7. https://doi.org/10.62568/ella.v3i1.397.

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With the rapid advancement of computing and information processing technologies, artificial intelligence (AI) has become increasingly integrated into the field of education. In the context of foreign language teaching and learning, AI offers both transformative opportunities and complex challenges. Technologies such as speech recognition, natural language processing, chatbot and machine translation have demonstrated considerable potential in supporting students' language acquisition and improving learning outcomes. These tools enable more personalized, efficient, and interactive learning exper

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Arul Raj, Dr D. Antony Arul Raj, K. V. Rukmani Rukmani, Kiruthika C. Rukmani, Praveen M. Rukmani, and Anandhachitan A. Rukmani. "Impact of an Artificial Intelligence in Language Learning - A survey." International Journal of Scientific Research in Computer Science, Engineering and Information Technology 10, no. 2 (2024): 258–66. http://dx.doi.org/10.32628/cseit2410218.

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Bully Scan, an artificial intelligence system for identifying offensive language on social media, is proposed in "A Natural Language Processing and Machine Learning-Based Framework to Automatically Identify Cyberbullying. This paradigm, which aims to reduce the negative impacts of cyberbullying and encourage healthy online interactions, is a critical step in using AI for social well-being. The paper, "Research and Practice of Hybrid Teaching Based on AI technology for Foreign Language Translation," offers a novel strategy for teaching foreign languages through the incorporation of AI. The proj

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Колганова, А. С. "Искусственный интеллект в преподавании английского языка: возможности и перспективы". Modern scientist, № 8 (11 листопада 2024): 260–68. https://doi.org/10.58224/2541-8459-2024-8-260-268.

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в статье представлено исследование возможностей и перспектив использования искусственного интеллекта в преподавании английского языка. Описаны различные подходы к интеграции технологий искусственного интеллекта в образовательный процесс, а также рассмотрены особенности их применения в различных ситуациях и задачах обучения английскому языку. Приведены примеры и опыт успешного внедрения искусственного интеллекта в преподавание английского языка и проанализированы долгосрочные последствия влияния искусственного интеллекта на качество языкового образования. Выявлены комплексные возможности исполь

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Sun, Chengxiu. "Artificial Intelligence's Impact on Language Instruction for Non-Majors in English." Lecture Notes in Education Psychology and Public Media 100, no. 1 (2025): 92–96. https://doi.org/10.54254/2753-7048/2025.nd24571.

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This paper provides a comprehensive review of the impact of artificial intelligence on non-English major students learning a second language. This paper summarizes and analyzes the current status and key issues of second language acquisition research for non-English majors. With scientific and technological advancements, artificial intelligence, as an emerging technology, has brought about profound transformations to daily life. Artificial intelligence's impact on second language acquisition has always been an increasingly growing research field, especially how online platforms such as DeepSee

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Ergasheva, Nilufar. "POSSIBILITIES OF APPLICATION OF ARTIFICIAL INTELLIGENCE TECHNOLOGY IN TEACHING FOREIGN LANGUAGES IN UNIVERSITIES." International Journal of Pedagogics 03, no. 05 (2023): 46–51. http://dx.doi.org/10.37547/ijp/volume03issue05-10.

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This article deals with the features of using AI technologies in foreign language learning at universities, as well as its advantages for both students and teachers. Special attention is paid to neurolinguistic programming (an area that combines artificial intelligence and linguistics, and is associated with automated processing of human language), machine and deep learning (a method that uses artificial neural networks to learn from large datasets).

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Semyonkina, Irina Arturovna, and Polina Valentinovna Prusakova. "Application of artificial intelligence tools in foreign language teaching: A theoretical review." Philology. Theory & Practice 18, no. 1 (2025): 384–92. https://doi.org/10.30853/phil20250056.

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The paper presents a review of foreign English-language and Russian scientific and pedagogical literature, seeking to consider the pressing problems of application of artificial intelligence tools in modern foreign language education. The review analyses the potential, problems and prospects of implementing artificial intelligence in the sphere of foreign language teaching. The scientific novelty of the review lies in identifying the most significant research tasks of the application of artificial intelligence tools and promising research directions in this area. As a result, the works of 2021

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Tynnyi, Vadym, and Alla Davydyuk. "IMPROVING ENGLISH LEARNING EFFICIENCY USING ARTIFICIAL INTELLIGENCE TECHNOLOGY." Grail of Science, no. 40 (June 26, 2024): 454–58. http://dx.doi.org/10.36074/grail-of-science.07.06.2024.072.

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The article analyzes the term “artificial intelligence”, its main principles and characteristics while teaching foreign languages. The artificial intelligence is crucially essential for individualized learning foreign languages and its role in increasing students’ motivation, the efficiency of the learning process and importance of an engaging and cognitive environment for education are emphasized. The main advances of today’s virtual environment, online language learning platforms are described. The main tendencies of developing artificial intelligence and its obstacles are indicated.

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Mohammed Khalid, Muhammad Nazir, Mohd Firdaus Khalid, Hafiza Ab Hamid, Zahirruddin Idris, and Khairil Bariyyah Hassan. "UNDERSTANDING PRAYER RECITATION THROUGH LANGUAGE GAMES USING ARTIFICIAL INTELLIGENCE (AI)." International Journal of Modern Education 7, no. 24 (2025): 923–32. https://doi.org/10.35631/ijmoe.724066.

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In this age of Artificial Intelligent or AI, teachers' teaching should be in line with current developments. Nowadays, the level of mastery and understanding of the meaning of prayer reading among the younger generation is becoming more and more worrying. There are even a handful of Islamic Education teachers facing great challenges in their daily teaching and learning process. There are also weaknesses of a few teachers from the aspect of pedagogy and the use of teaching aids (BBM) in teaching. This study aims to identify the importance of language game applications using AI towards improving

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Muhammad Chairil Imran, Nurul Amaliah, Rampeng, Nur Ina Syam, Fahmi Room, and Muhammad Sofyan Djafar Sage. "The Feasibility of Artificial Intelligences (AI) In Speaking Skill: Lecturers’ Perceptions." IJOLEH : International Journal of Education and Humanities 2, no. 2 (2023): 135–44. http://dx.doi.org/10.56314/ijoleh.v2i2.172.

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The benefits of Artificial intelligence (AI) for education can be understood as a long-term investment, which helps lecturers, students and education system continue to improve the quality of education. The development of artificial intelligence (AI) today is increasingly rapid and increasingly integrated with social life in society. Artificial intelligence (AI) continues to be developed to support science and technology, including in education. These tools can help lecturers to improve their teaching practices. The aim of the present study is to Lecturers perceptions on use of Artificial Inte

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Tikhonova, N. V., and G. M. Ilduganova. "“What Scares Me Is the Speed at Which Artificial Intelligence Is Developing”: Students' Perceptions of Artificial Intelligence in Foreign Language Teaching." Vysshee Obrazovanie v Rossii = Higher Education in Russia 33, no. 4 (2024): 63–83. http://dx.doi.org/10.31992/0869-3617-2024-33-4-63-83.

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As artificial intelligence (AI) becomes an integral part of our daily lives, the concern of the teaching community about the illegal use of these technologies in the educational process is increasing. In order to adapt the education system and teaching practices to new technological challenges, it is necessary to analyze the opinions of all the parties concerned. The purpose of this study is to identify the attitude of students of Kazan Federal University to the use of artificial intelligence technologies in the educational process and the practice of their application in foreign languages lea

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MAKUKHINA, Svitlana. "POSSIBILITIES OF USING ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE TEACHING." Humanities science current issues 2, no. 73 (2024): 202–6. http://dx.doi.org/10.24919/2308-4863/73-2-31.

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Tiwari, Hari Prasad. "Artificial Intelligence in the Classroom: Revolutionizing English Language Teaching." Journal of English Teaching and Linguistics Studies (JET Li) 6, no. 1 (2024): 42–59. http://dx.doi.org/10.55215/jetli.v6i1.9757.

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This qualitative study investigates the integration of Artificial Intelligence (AI) in English Language Teaching (ELT) within university settings, with a specific focus on the viewpoints and experiences of university-level English teachers in Nepal. The research was conducted in Lumbini Province, Nepal, where 14 university-level English teachers were purposively selected from seven constituent campuses. Through unstructured smartphone interviews, participants shared insights on AI integration in ELT. The findings reveal a diverse range of expectations and concerns among university-level Englis

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Sayici, Sena, and Selami Aydın. "Using Artificial Intelligence in Foreign Language Teaching: Teachers’ Perspectives." Proceedings of The World Conference on Education and Teaching 4, no. 1 (2025): 1–10. https://doi.org/10.33422/etconf.v4i1.1016.

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Learners’ achievements, motivation, and emotional states are closely linked to the roles and effectiveness of their teachers, while several challenges in foreign language classrooms hinder teacher efficacy. Artificial intelligence (AI) has the potential to offer substantial solutions by addressing individual student needs, expectations, and interests. However, successfully integrating AI in the English as a foreign language (EFL) teaching process depends on teachers’ perceptions of these technologies. This study investigates teachers’ perceptions of AI usage within the EFL teaching framework.

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