ARTIFICIAL INTELLIGENCE IN TEACHING FOREIGN LANGUAGES: AN EXPERIMENTAL APPROACH

Abstract

The article discusses the possibilities and pedagogical effectiveness of using artificial intelligence tools and neural network technologies in teaching foreign languages in secondary schools. The relevance of the research is due to the active digitalization of the educational process and the need for a scientifically based assessment of the impact of AI tools on the formation of students' foreign language communicative competence. The paper presents the design of a pedagogical quasi–experiment using the "pretest-posttest control group design" scheme, which includes experimental and control groups of 8th grade students. The experimental methodology is based on the integration of AI technologies (chatbots, speech recognition systems, adaptive learning platforms, automatic writing verification tools) into the English language learning process. Diagnostic tools aimed at assessing lexical and grammatical skills, listening, oral and written speech, as well as educational motivation of schoolchildren are described. Quantitative methods of statistical data processing are provided, including the Student's t-test and Cohen's d coefficient. The expected results of the study are to identify statistically and pedagogically significant positive effects of AI technologies on the level of formation of language skills and educational motivation of students. The findings can be used to improve the methodology of teaching foreign languages and substantiate the feasibility of introducing artificial intelligence into school teaching practice