Empirical analysis of the functionality of artificial intelligence in English language teaching
B. V. Penkov1, L. I. Agafonova2, O. Y. Smolenchuk3, E. V. Vinogradova4
1Synergy University, Moscow, Russia
2Herzen State Pedagogical University of Russia, Saint-Petersburg, Russia
3National Research Tomsk State University, Tomsk, Russia
4Pyatigorsk State University, Pyatigorsk, Russia
Keywords: AI, AI tools, blended learning, digital leadership, English language teaching, online learning
Abstract
Introduction. The article explores the potential of AI in English language teaching and learning; the focus is on integration of AI technologies into pedagogical practice and their application in the educational process. The purpose of the study is to empirically analyze professors’ and students’ perceptions of the introduction of AI tools into teaching modern languages and to identify trends in this area. Methodology. Qualitative and quantitative methods are used to analyze educators’ and students’ perceptions of the integration of AI technologies into English language teaching and learning. The empirical analysis of survey responses is conducted primarily using qualitative methods. Emphasis is placed on the descriptive methods of analyzing the chart, percentage indicators are given and explained, indicators are contrasted using the comparative method, and empirical conclusions are drawn. Discussion. The survey revealed a variety of respondents’ attitudes to the use and role of AI. The diagram allowed to identify trends: most of the survey’s participants acknowledge the deployment of AI tools in language education, but they also note insufficient awareness of the scale and possibilities of their application, demonstrating basic digital literacy. Conclusion. Respondents expect AI technologies to improve the educational process; the integration of AI in English language teaching is perceived as a promising trend that transforms educational practice.
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