Integration of Artificial Intelligence in Foreign Languages Learning Process: Students’ Academic Outcomes and Motivation

Authors

  • Tetiana Olendr PhD in Pedagogics, Associate Professor, Associate Professor of the Department of Foreign Languages, Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine
  • Lyubov Zablotska PhD in Pedagogics, Associate Professor, Associate Professor of the Department of Foreign Languages, Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine
  • Iryna Tsar PhD in Pedagogics, Associate Professor, Associate Professor of the Department of Foreign Languages, Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine
  • Halyna Drapak PhD in Philology, Associate Professor, Associate Professor of the Department of Foreign Languages, Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine
  • Maria Boiko Doctor of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Methods of Primary and Preschool Education, Head of the Center for Pre-University Training, Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine
  • Alla Bychok PhD in Pedagogics, Associate Professor of the Department of Foreign Languages and Information and Communication Technologies, West Ukrainian National University, Ukraine

DOI:

https://doi.org/10.18662/rrem/17.4/1065

Keywords:

artificial intelligence (AI), foreign languages proficiency, student motivation, pedagogical interaction, higher education, non-linguistic university students

Abstract

The rapid integration of Artificial Intelligence (AI) into higher education has revolutionized the process of foreign language learning (FLL). By offering intelligent learning systems, instant feedback, interactive and engaging gamified platforms, AI tools enable university students in non-linguistic specialties to perfect their foreign language proficiency. The study aims to examine how the integration of AI tools influences the academic achievements and motivation of university students in non-linguistic specialties. The study employed primarily a quantitative experimental method, complemented by some qualitative techniques (a student questionnaire and an interview for educators) for a more holistic analysis. The experiment took place at two Ukrainian universities and involved 58 first-year students and 35 educators. The effectiveness of AI tools integration into FLL was assessed according to three key criteria, developed by the authors: foreign languages proficiency, motivation, and pedagogical interaction. The authors employed statistical analyses (t-tests, Cohen’s d) for measuring students’ foreign language skills throughout the initial, intermediate, and final stages of the experiment. The findings revealed that students who used AI tools in FLL demonstrated significantly better outcomes, especially in speaking and writing. Their motivation has increased due to gamified interactive tasks, interactive voice-based exercises, and instant feedback, which contributed to a more engaging learning environment. The study findings indicate the shift in educators’ teaching role from information providers to facilitators. Further studies should explore the long-term effect of AI on FLL; the influence of AI tools on teaching practice, and the responsiveness of AI to diverse linguistic and cultural educational environments, etc.

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Published

2025-12-18

How to Cite

Olendr, T. ., Zablotska, L., Tsar, I. ., Drapak, H. ., Boiko, M. ., & Bychok, A. . (2025). Integration of Artificial Intelligence in Foreign Languages Learning Process: Students’ Academic Outcomes and Motivation. Revista Romaneasca Pentru Educatie Multidimensionala, 17(4), 481-506. https://doi.org/10.18662/rrem/17.4/1065

Issue

Vol. 17 No. 4 (2025): Revista Romaneasca pentru Educatie Multidimensionala

Section

Reform, Change and Innovation in Education

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