Artificial intelligence as a tool for optimizing English language teaching methods: theoretical and practical aspects
B. V. Penkov1, L. I. Agafonova2, E. V. Vinogradova3
1Synergy University, Moscow, Russia
2Herzen State Pedagogical University of Russia, Saint-Petersburg, Russia
3Pyatigorsk State University, Pyatigorsk, Russia
Keywords: artificial intelligence tools, language learning, online learning, teaching optimization, blended learning, artificial intelligence technologies, digital learning, ChatGPT, DeepSeek
Abstract
Introduction. The prospects of using AI tools in teaching and learning English is considered with the focus on the constant improvement of the technologies, developing soft skills and professional training of students’ and teachers’ competencies based on AI innovations. The research examines the issues of Applied Linguistics in the context where there is evidence of ongoing progress and changes in economic expectations. The integration of AI in English language teaching and learning theory and practice can offer a dynamic approach to align teaching standards and educational programs with the need for intercultural communication and the economic demand for universal and flexible workforce. Methodology. Qualitative and quantitative methods are used to analyze teachers’ 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. Based on the survey outcomes focused on the prospects of AI application in teaching and learning English, a graphical representation is constructed to illustrate the respondents’ perception and views on the evolution of AI in this field. The diagram describes the participants’ opinions and ideas, making explicit their expectations of AI-based methods in teaching and learning. Conclusion. The results show that students and teachers recognize the transformative potential of AI in English language teaching and learning and acknowledge that there are areas for pedagogical innovation, experimentation with AI tools, and the need to provide collaborative and learner-centered ecosystems. However, both faculty and students also give significant preference to the use of traditional methods in teaching and learning pedagogy and didactics for multiple reasons, including due to the need for enhancement of digital literacy in terms of understanding what is doable in this array of disruptive innovation. The article combines theoretical and practical foundations of pedagogy, methodology and didactics with the aim of optimizing the teaching of English.
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