Authors
- Almazova Nadezhda I. D. Sc. (Pedagogy), Professor
- Khalyapina Lyudmila P. D. Sc. (Pedagogy), Professor
Annotation
The article examines the transformative potential of artificial intelligence (AI) programs in language education, analyzing its advantages, disadvantages and ethical
implications. The main findings show that AI significantly enhances personalization in learning, facilitates greater accessibility, optimizes administrative tasks and provides real-time feedback to students. These advances can lead to improved learning outcomes and the development of more tailored teaching strategies. In recent years, the theory and methodology of teaching foreign languages has seen a number of changes related to the adoption and implementation of new approaches, accompanied by processes of increasing integration of artificial intelligence programs into the process of teaching foreign languages. However, insufficient attention in modern research has been paid to the issues of methodological aspects of training would-be teachers, which would focus on both the compliance of the methodological characteristics of AI programs with existing concepts and approaches in teaching foreign languages in methodological science and on a detailed study of the didactic capabilities of various AI programs. The authors of the article turn to the analysis of such an approach in the foreign language training of would-be foreign language teachers, which, on the one
hand, considers the structural changes in pedagogical discourse that occur under the influence of numerous programs and platforms with artificial intelligence, and, on the other hand, how the ongoing transformation processes of pedagogical discourse (goals, strategies, values, etc.) affect the system of methodological training of would-be teachers.
How to link insert
Almazova, N. I. & Khalyapina, L. P. (2025). INTEGRATION OF ARTIFICIAL INTELLIGENCE PROGRAMS INTO LANGUAGE EDUCATION: METHODOLOGICAL ASPECTS OF TRAINING WOULD-BE TEACHERS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 2 (58), 160. https://doi.org/10.24412/2076-913X-2025-258-160-172
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