Non-Educational Use of Artificial Intelligence in English Language Education: Unity of Teaching and Learning Disruption
DOI:
https://doi.org/10.18662/rrem/17.4/1064Keywords:
artificial intelligence, language education, teaching languages, learning languages, text, workbookAbstract
Artificial intelligence (AI) is being introduced into various aspects of our daily activities, including education. The study of foreign languages, as part of the educational system, is also influenced by new developing technologies. Researchers believe that artificial intelligence contributes to the displacement of traditional teaching methods and changes in the role of the teacher. This phenomenon is sure to be an achievement and progress. However, practical experience in teaching a foreign language at a nonlinguistic university shows the opposite: the use of artificial intelligence technologies by students does not speed up the process of teaching and learning a foreign language, but, on the contrary, complicates and slows it down. The aim of the study is to analyze the use of AI in linguistic education in a non-linguistic university, to identify the reasons for the lack of its effective educational impact, and to propose solutions. To achieve the stated goal, the work uses a comprehensive research methodology combining theoretical approaches, including analysis of literature on the topic of the study, generalization and classification, as well as empirical methods, implying the study of local pedagogical experience, questionnaires, and statistical analysis. The study demonstrates that non-educational use of AI breaks the unity of educational process composed of teaching and learning. Artificial intelligence in teaching foreign languages helps the teacher make the educational process highly differentiated and individualized. It is a valuable tool that makes the educational process more efficient and energy-saving. However, in learning foreign languages from the student's position, devoid of a motivating component, the artificial intelligence used non-educationally have no learning effect and does not allow students to fully assimilate and process the educational material. The author suggests ways to overcome this situation.
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