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Original article
DOI: 10.14529/ped240110
USING ARTIFICIAL INTELLIGENCE AS A DIGITAL TOOL IN FOREIGN LANGUAGE TEACHING
I.A. Kolegovakolegovaia@susu.ru, https://orcid.org/0000-0001-7185-2428 I.A. Levina, levinaia@susu.ru, https://orcid.org/0000-0003-4032-7270 South Ural State University, Chelyabinsk, Russia
Abstract. Artificial intelligence (AI) plays an increasingly important role in modern education, including the field of foreign language teaching. The use of AI in English language teaching provides unique opportunities for creating personalized and effective educational programs. One of the main advantages of using AI in English language teaching is the ability to create personalized learning materials. Al-based platforms can analyze students' language proficiency levels and students' learning goals to create materials that meet students' individual needs and challenges. AI allows for the creation of diverse and engaging content, covering a wide range of language contexts. This allows students to familiarize themselves with authentic language used in various situations. Additionally, AI can be used to create interactive and immersive educational experiences. The generation of characters and simulations based on AI allows students to practice speaking and listening skills in a controlled and supportive environment. This article explores the key aspects of foreign language teaching using AI as a digital tool at the Higher School of Economics and Management of the South Ural State University. The aim of the research is to study the impact of AI-created learning materials on student satisfaction with a professional-oriented course. The tasks of the research are: to develop a teaching model using AI, to assess the impact of this model on the level of student satisfaction with the educational process. The research utilized theoretical methods, namely, analysis of contemporary scientific and methodological literature and empirical methods: internet survey, questionnaires, mathematical data processing. As a result, it was proven that the use of a foreign language teaching model employing the AI is effective. The survey data allowed to conclude that students were interested in and satisfied with the educational process.
Keywords: artificial intelligence, foreign language teaching, digital tool
For citation: Kolegova I.A., Levina I.A. Using artificial intelligence as a digital tool in foreign language teaching. Bulletin of the South Ural State University. Ser. Education. Educational Sciences. 2024;16(1):102-110. DOI: 10.14529/ped240110
Научная статья УДК 378.44
DOI: 10.14529^240110
ИСПОЛЬЗОВАНИЕ ИСКУССТВЕННОГО ИНТЕЛЛЕКТА КАК ЦИФРОВОГО ИНСТРУМЕНТА В ПРЕПОДАВАНИИ ИНОСТРАННОГО ЯЗЫКА
И.А. Колеговаkolegovaia@susu.ru, https://orcid.org/0000-0001-7185-2428 И.А. Левина, levinaia@susu.ru, https://orcid.org/0000-0003-4032-7270 Южно-Уральский государственный университет, Челябинск, Россия
Аннотация. Искусственный интеллект (ИИ) играет все более важную роль в современном образовании, в том числе и в области преподавания иностранных языков. Использование ИИ в обучении английскому языку предоставляет уникальные возможности для создания персонализированных и эффективных образовательных программ. Одним из основных преимуществ использования ИИ в преподавании английского является возможность создания персонализированных учебных материалов. Платформы, основанные на ИИ, могут анализировать уровень владения языком и цели обучения студентов, чтобы создавать материалы, соответствующие их индивидуальным потребностям
© Колегова И.А., Левина И.А., 2024
и вызовам. ИИ позволяет создавать разнообразный и увлекательный контент, охватывающий широкий спектр языковых контекстов, что позволяет студентам познакомиться с аутентичным использованием языка в различных ситуациях. Кроме того, ИИ может использоваться для создания интерактивных и иммерсивных образовательных опытов. Генерация персонажей и симуляций на основе ИИ позволяет студентам практиковать навыки говорения и слушания в контролируемой и поддерживающей среде. В статье раскрываются ключевые аспекты преподавания иностранного языка с использованием такого цифрового инструмента, как искусственный интеллект, в Высшей школе экономики и управления Южно-Уральского государственного университета. Целью исследования является изучение влияния учебных материалов, созданных с помощью ИИ, на удовлетворенность студентов профессионально-ориентированным курсом. Были поставлены следующие задачи: разработать модель обучения с использованием искусственного интеллекта, оценить влияние данной модели на уровень удовлетворенности студентов образовательным процессом. В исследовании использовались теоретические (анализ современной научно-методической литературы) и эмпирические (интернет-опрос, анкетирование, математическая обработка полученных данных) методы. В результате было доказано, что использование модели изучения иностранного языка с применением цифрового инструмента ИИ является эффективным. Данные итогов анкетирования позволили сделать вывод, что обучающиеся заинтересованы и удовлетворены образовательным процессом.
Ключевые слова: искусственный интеллект, преподавание иностранного языка, цифровой инструмент
Для цитирования: Kolegova I.A., Levina I.A. Using artificial intelligence as a digital tool in foreign language teaching // Вестник ЮУрГУ. Серия «Образование. Педагогические науки». 2024. Т. 16, № 1. С. 102-110. DOI: 10.14529/ped240110
Introduction
Over the years, through globalization, the use of artificial intelligence (AI) is becoming heavily predominant in different fields, including education [14, 19, 25]. One area where AI has shown great potential is in the teaching of foreign languages. With its ability to personalize learning experiences and provide instant feedback, AI has the potential to revolutionize the way foreign languages are taught [5, 16, 27].
AI can be utilized to create interactive and engaging language learning experiences for students. Through the use of Al-powered language learning platforms, students are involved in real conversations with virtual language tutors, get immediate feedback on the grammar and pronunciation, and have access to personalized study materials on the basis of their personal learning needs [2, 6, 18, 22]. Additionally, AI can analyze students' performance data to identify areas of improvement and tailor learning activities to address specific language learning goals [1, 23].
Furthermore, the use of natural language processing technology can be facilitated by AI due to the integration of authentic language use in class [10]. Students will be engaged in authentic language materials study such as news articles, social media posts, and online discussions, which can enhance their language proficiency and cultural understanding [15].
There is the relationship between AI and English teaching as follow [3, 8, 26]:
1. In the English language learning context, AI has the power to considerably change the atmosphere in the classroom. One of the most noticeable changes that AI brings to the English lesson is the personalized learning experience it offers. AI-powered language learning platforms can adapt to each student's individual needs and pace of learning, providing targeted feedback and recommendations for improvement. This personalized approach can create a more positive and supportive atmosphere in the classroom, as students feel more engaged and motivated to learn when they receive personalized assistance.
Furthermore, AI can also enhance the atmosphere in the English lesson by providing realtime language translation and pronunciation assistance. This can be especially advantageous for non-native speakers, for it lets them socialize fruitfully and boldly in class. For the support of pronunciation and translation AI could generate atmosphere of inclusion, for it assists to link language barriers and encourages better understanding amongst students.
In addition, AI can also change the atmosphere in the English lesson by facilitating interactively engaging learning activities. To illustrate this, AI-powered language learning platforms often incorporate gamified elements, such as
quizzes, games, and interactive exercises, which can make the learning process more enjoyable and dynamic. This can lead to a more positive and lively atmosphere in the classroom, as students are actively engaged in their learning and are more likely to participate and collaborate with their peers [8, 12, 13].
2. One of the most significant advancements in this field is the development of AI-powered platforms that provide real stimulation dialog for language learners.
First and foremost, AI-powered platforms can provide language learners with a realistic and immersive conversational experience. Through the use of natural language processing and machine learning algorithms, these platforms are able to simulate authentic dialogues and interactions in English, allowing students to participate in controlled-assisted environment with their speaking and listening skills. This real stimulation dialog platform can create a more dynamic and engaging learning experience, as students are able to communicate with AI-created persons and get instant feedback on their language proficiency.
Furthermore, AI can also provide personalized and adaptive dialog simulations based on each student's individual needs and learning goals. By analyzing students' language proficiency, learning pace, and areas for improvement, AI-powered platforms can tailor the dialog simulations to address specific language challenges and provide targeted support. This personalized approach can enhance the effectiveness of language learning, as students are able to focus on areas that require improvement and make meaningful progress in their language skills.
In addition, AI-powered platforms can also offer a wide range of dialog scenarios and topics, covering various real-life situations that students may encounter in English-speaking environments. From everyday conversations to professional interactions, these platforms can expose students to diverse language contexts and help them develop their communication skills in different settings. This could be especially useful for language learners who are preparing for real-world communication, as it allows them to practice and refine their language proficiency in a variety of practical scenarios.
Moreover, AI can provide valuable insights and analytics on students' performance in dialog simulations, allowing educators to track their progress and identify areas for further develop-
ment. By analyzing students' interactions with the AI-generated characters, educators can gain a deeper understanding of their language proficiency, fluency, and communication strategies. This data-driven approach can inform instructional decision-making and enable educators to provide targeted support to help students improve their English language skills [7, 21, 26].
3. AI has revolutionized the creation of qualitative study material that functions on all language levels including listening, speaking, reading, and writing. AI-powered platforms could generate high-quality tailored materials that are adjusted to the needs and aims of a student. AI generates personalized learning materials that address specific language challenges. This personalized approach can enhance the effectiveness of language learning, as students are able to focus on areas that require improvement and make meaningful progress in their language skills. AI can also create diverse and engaging learning materials that cover a wide range of language contexts and topics. From everyday conversations to professional interactions, these materials can expose students to authentic language usage in different settings, helping them develop their communication skills in practical scenarios [4, 9].
4. AI-powered platforms can provide realtime feedback and support to students as they engage with the learning materials. By analyzing students' interactions with the AI-generated content, these platforms can offer immediate feedback on language proficiency, fluency, and communication strategies, helping students identify areas for improvement and make adjustments in real time. This real-time support can enhance the learning experience and contribute to the development of students' language skills [11, 17, 20].
There is a vast majority of applications that could analyze person's voice and pronunciation of concrete words, for example, "AWord", "Skyeng", "Anki", "LinguaLeo", "Memrise" These apps for learning vocabulary examine in what words and phrases the student makes errors and propose them at the next lesson a proper review. A lot of online conferencing programs "grab" the speaker during the group discussion and show him or her in the screen center, for example, Zoom, Google Meet [2, 5].
There are programs for the instant check of spelling, grammar and punctuation, "Grammarly" can be a good example to illustrate. It can save teachers' time in checking essays and the written parts of the tests and help students to prepare for
the exam without a teacher's assistance. "IBM Tone Analyzer" could "read" the emotional and communicative style in the text. It could "understand" students' frame of mind when they were writing an essay. "Tutor Mike", a language robot assisting learners to speak in English, could answer a sequence of questions on diverse topics, for instance, it explains some grammar rules, gives advice on learning English, checks spelling mistakes and even answers intercultural questions [16].
In this research we will focus our attention on the following innovative educational AI technology tools: GhatGPT AI bot, preparing grammar and vocabulary drills, Twee, working with video content, Eduaide.Ai, helping with the lesson planning.
Eduaide.Ai is a helping tool in designing creative interactive lesson plans with gamifica-tion and quizzes. Here educators can easily create learning materials quickly and accurately with advanced natural language processing technology. Eduaide.ai uses advanced language models to generate personalized learning content for students. These models are trained on various topics, such as math, science, and history, so they can create high-quality content tailored to each student's needs.
ChatGPT, an AI-powered language model developed by OpenAI, is an excellent example of how technology changes the educational landscape. With its capability to generate human-like text, ChatGPT offers a unique alternative to Eduaide.ai. Chat GPT Bot - is the best decision for those teachers who are short of time. Here you can give the AI the list of words for specific topics and it creates sentences with these words with grammar patterns or vocabulary exercises of different types.
Twee is dealing with the video and texts, it can diverse the lesson with video, text, vocabulary, grammar, speaking tasks and even the home assignments. It offers a wide range of features that can help teachers create questions, dialogues, stories, letters, articles, multiple choice questions, true/false statements, and more in just a few seconds.
A question from the authors of the article to the chat-bot (10 febr. 2023, 17:58:50):
Can you give me a text (300-350 words) with the following words: economics, macroeconomics, microeconomics, unlimited wants, production, limited resources, consumption, interest rate, consumer, scarcity?
ChatGPT & Midjourney, AI bot [24] (10 febr. 2023, 17:59:02):
Text:
"Economics is the study of how individuals, businesses, and governments make choices when faced with limited resources and unlimited wants. It is divided into two main branches: macroeconomics and microeconomics. Macroeconomics concentrates on the overall economy, including topics such as inflation, unemployment, and economic growth. Microeconomics, on the other hand, looks at the behavior of individual consumers and firms in making decisions about the allocation of resources.
The concept of unlimited wants and limited resources lies at the heart of economics. People have insatiable desires for goods and services, but there are only a finite amount of resources available to produce those goods and services. This scarcity forces individuals and societies to make choices about what to produce, how to produce it, and for whom to produce it.
Production is the process of creating goods and services using various inputs such as labor, capital, and natural resources. It involves making decisions about what to produce and how to produce it in the most efficient way possible. Consumption, on the other hand, refers to the use of goods and services by individuals and households.
Interest rates play a crucial role in economics, particularly in the realm of finance and investment. The interest rate is the cost of borrowing money or the return on investment. It affects the behavior of both consumers and producers, influencing decisions about saving, spending, and investment.
Consumers are the individuals or households that purchase goods and services for personal use. Their behavior and preferences play a significant role in shaping the economy. Finally, scarcity is the fundamental economic problem of having seemingly unlimited human wants in a world of limited resources. It is the driving force behind all economic decision-making.
In conclusion, economics is a complex field that encompasses a wide range of topics, from individual consumer behavior to the overall performance of the economy. Understanding the principles of economics can help individuals and societies make more informed decisions about how to allocate resources and achieve their goals".
A question from the authors of the article to the chat-bot (03 apr. 2023, 13:10:15):
Can you create vocabulary exercises to practice the following words: assets, competition, goods, market power, monopoly, retailers, transactions, wholesalers, competition, supply, demand?
ChatGPT & Midjourney, AI bot [24], (03 apr. 2023, 13:10:21):
"Vocabulary Exercises:
1. Fill in the blank with the correct word:
a. The company has a strong _
in the market, allowing it to control prices and dominate the industry.
Answer: market power
b. The store buys products in bulk from _and sells them to individual customers.
Answer: wholesalers
c. The law was put in place to prevent any
one company from having a _ over
a particular industry.
Answer: monopoly
d. The store has a wide range of_
available for purchase, including clothing, electronics, and household items.
Answer: goods
e. The_between the two companies led to lower prices and better products for consumers.
Answer: competition
2. Match the word to its definition:
a. Assets
b. Retailers
c. Transactions
d. Supply
e. Demand
1. The quantity of a good or service that consumers are willing and able to buy at a given price.
2. The resources owned by an individual or company, such as money, property, or investments.
3. The process of buying, selling, or exchanging goods and services.
4. The amount of a good or service that producers are willing and able to sell at a given price.
5. Businesses that sell goods or services directly to consumers.
Answers: a - 2, b - 5, c - 3, d - 4, e - 1".
Materials and Methods
The analysis of contemporary scientific literature on the research problem is implemented as the theoretical method. The following empirical methods are applied: Internet Google survey, questionnaire with closed and open questions,
mathematical processing methods of the gained data and their quantitative analysis.
To reach the aim, we determine the beneficial side of using artificial intelligence technology due to the availability of learning tools and applications based on artificial intelligence, which provide a personalized learning experience, real-time feedback on tasks and access to extensive educational resources. The Google forms were employed to carry out the Internet survey. The Higher School of Economics and Management of the South Ural State University participated in the experiment (107 second-year students). A multiple choice questions sequence was suggested. The survey was conducted with complete anonymity and ensured the confidentiality of all responses. In accordance with the CEFR (Common European Framework of Reference for Languages) standard, the level of participants was B1-B2. 2022-2023 is the one academic year that was taken into account: the third and fourth semesters, totaling 160 hours according to the course program. The students' answers about the use of AI-powered study tools and applications were analyzed and compared.
Results and discussion
The picture (Fig. 1) shows the students' use of learning tools and applications frequency based on artificial intelligence. Two periods of the training course are compared. The third semester of 2022-2023 is the period of teaching a practical English course, and the fourth semester of 2022-2023 is the period of teaching English for specific purposes. The received results show that the use of learning tools and applications based on artificial intelligence by students has incremented through learning ESP (English for specific purposes) compared to practical English classes. The students admitted that artificial intelligence resources provided them with enhanced learning and support opportunities.
The main subject of our research was the level of students' awareness of the availability of artificial intelligence technologies: students' attitude to various types of tasks and texts created using artificial intelligence tools; reasons for choosing artificial intelligence applications for ESP learning; students' assessment of the use of artificial intelligence technologies. Students are to respond the given below questions:
> Do you know what artificial intelligence is?
> How would you define artificial intelligence (AI)?
How often do you use Al technology for study:ng?
■ Ihe third semester 2022-2023 ■ the Fourth semester 2022-2 0 23
60%
rarety occasionally frequently
Fig. 1. The frequency of students' use of artificial intelligence technologies
> Have you ever used AI study tools or applications?
> In what ways do you think AI can be helpful for students in their studies?
> How often do you use AI technology for studying and completing assignments?
> What are some examples of AI technology that you use in your daily life?
> What concerns do you have about the use of AI in education?
> What role do you think AI technology will play in the future of education?
> How do you think artificial intelligence could be used to improve the learning process of students?
Speaking about students' assessment of artificial intelligence (Fig. 2), it should be noted that most liked the wide range of educational resources and materials that this technology can offer, conducting research and study, as well as instant feedback on assignments and assessments, helping to improve work efficiency.
Among the main problems associated with the use of artificial intelligence in education, the loss of critical thinking and problem-solving skills, limitations and drawbacks of language learning, over-reliance on technology, the reduction of personal connections and support that students need were mentioned.
AI-based English language teaching and learning presumes that the AI usage technology helps in language teaching and practice (Table 1).
This is the use of artificial intelligence-based language learning applications, chatbots, virtual tutors and language proficiency assessment tools. One potential benefit of AI-based English language learning is the ability to provide personalized and adaptive instruction to individual students. AI algorithms can analyze a student's language proficiency, learning style, and areas of weakness to adapt lessons and exercises to their specific needs. This personalized approach can help students progress at their own speed and emphasis on areas where they need the most improvement.
AI can also provide immediate feedback on language exercises, pronunciation, and grammar usage, allowing students to receive real-time corrections and suggestions for improvement. This can be especially useful for self-study and can complement traditional classroom instruction. Additionally, AI technology can provide language learners with opportunities for immersive and interactive language practice through virtual reality simulations, conversation bots, and language exchange platforms. These tools can help students develop their speaking and listening skills in a more engaging and authentic way. In general, artificial intelligence has the potential to improve the teaching and learning of English by providing personalized instructions, immediate feedback and opportunities for immersion in practice. However, it is important to carefully consider the practical implications of integrating artificial intelligence into language education.
practice in reading, wriling. and listening
9.0%
improvement of language skills_
еда
nslant feedback on assignments
18,0%
lask reminders
12.0%
assistance in preparing far tests and exams
14.0%
creation of study plans and goals_
11,0%
■
a wide range of educational resources and materials
21,0%
virtual tutoring and menlorship
7.0%
Fig. 2. Students' assessment of AI assistance
Table 1
AI Learning Model
Al-based teaching and learning of English Language
Personalized Learning Adaptive Learning Interactive Practice
Analytical Tool Immediate feedback Remote Access
Learners
Voice Interaction Text Interaction Graphics Interaction
Virtual Assistance
Language Learning Apps Chatbots Virtual Tutors
AI Algorithms Assessment Tools Language Platforms
Conclusion
According to the research AI is capable of generating ESP study materials and it has a positive impact on the level of students' satisfaction with the education process.
Overall, the AI usage as a digital tool in teaching foreign languages provides a great pledge for engaging, personalized and effective
language learning practices. By leveraging AI's capabilities for personalized learning, instant feedback, and adaptive learning, educators can enhance the way foreign languages are taught.
The work was conducted with the support of the Foreign Languages Department at the South Ural State University.
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Information about the authors
Irina A. Kolegova, Candidate of Pedagogical Sciences, Associate Professor, South Ural State University, Chelyabinsk, Russia.
Irina A. Levina, Senior lecturer, South Ural State University, Chelyabinsk, Russia.
Информация об авторах
Колегова Ирина Александровна, кандидат педагогических наук, доцент кафедры иностранных языков, Южно-Уральский государственный университет, Челябинск, Россия.
Левина Ирина Александровна, старший преподаватель кафедры иностранных языков, Южно-Уральский государственный университет, Челябинск, Россия.
Contribution of the authors:
Kolegova I.A. - scientific management; research concept; writing the draft; final conclusions; text revision.
Levina I.A. - methodology development; AI tasks' development tasks; survey development.
The authors declare no conflicts of interests.
Вклад авторов:
Колегова И.А. - научное руководство; концепция исследования; написание исходного текста; итоговые выводы; доработка текста.
Левина И.А. - развитие методологии; участие в разработке заданий и материалов для исследования.
Авторы заявляют об отсутствии конфликта интересов.
The article was submitted 28.01.2024
Статья поступила в редакцию 28.01.2024
