- Пасічник, Олена Олексіївна (orcid.org/0000-0003-0792-2406) and Пасічник, Олександр Сергійович (orcid.org/0000-0002-0665-2099) (2025) From chatbots to professional foreign language proficiency: how artificial intelligence is transforming the process of teaching foreign languages for it students Суспільство та національні інтереси, 2 (10). pp. 265-277. ISSN 3041-1572
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Abstract
Digital resources and innovative technologies have opened new prospects for students, providing them with opportunities for continuous self improvement. At the same time, teaching methods and approaches have changed. One of the powerful tools that has attracted the attention of the educational community is the use of artificial intelligence, particularly chatbots like ChatGPT. The integration of AI into education began in the mid-20th century, but today it has reached a new level thanks to the development of neural networks and machine learning. The article explores the peculiarities of using artificial intelligence, specifically ChatGPT, in the process of foreign language learning by IT students. The authors highlight the advantages and disadvantages of integrating chatbots into the educational process, as well as the potential challenges of their usage. The main benefits include the ability to provide personalized training, interactivity, accessibility and usability, increased motivation and engagement in the training process. Chatbots allow students to receive instant feedback, work with professional vocabulary, and simulate real-life communication situations. The authors of the article provide examples of multi-level structured chatbots such as LinguaLeo, Duolingo, ELSA Speak, and others that specialize in professional language learning. These tools offer interactive materials, professionally oriented lessons, and additional opportunities for improving communication skills. Particular emphasis is given to ChatGPT, which, due to its transformer architecture and self learning capabilities, has become an adaptive tool for generating texts, modeling dialogues, and providing personalized recommendations. The article also examines the potential risks associated with the use of chatbots, such as information overload and technology dependence, superficial learning, and loss of motivation for independent study, as well as a lack of critical thinking. It is also important to consider technical limitations, such as possible algorithm malfunctions or insufficient understanding of specific IT terminology. The authors emphasize that the successful implementation of chatbots requires careful planning of the educational process, taking into account students' needs and pedagogical goals. It is essential to find a balance between traditional teaching methods and innovative technologies to ensure maximum learning efficiency. Thus, the role of the teacher remains indispensable. Educators must be prepared to use these technologies, provide support to students, and monitor their activities to prevent excessive reliance on automated tools.
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