AI-ASSISTED DIALOGIC TASKS: REIMAGINING COMMUNICATIVE INTERACTION FOR BASIC-LEVEL STUDENTS

Abstract

The rapid development of digital technologies is transforming modern approaches to foreign language education. Among these innovations, artificial intelligence is increasingly being explored as a tool that can support communicative language learning and provide additional opportunities for interaction. This article examines the potential of AI-assisted dialogic tasks in supporting communicative interaction among basic-level English learners. The study aims to investigate students’ perceptions of AI-supported dialogue activities and their influence on learners’ motivation, participation, and speaking confidence. A small-scale survey was conducted among 20 students with A1–A2 English proficiency levels. The questionnaire was designed to explore students’ attitudes toward communicative activities and their views on the possible use of artificial intelligence as a support tool in dialogue-based learning. The findings indicate that many students perceive AI-assisted dialogic tasks as helpful for generating ideas, organizing responses, and maintaining simple conversations in English. The results also suggest that AI-supported dialogue activities may increase learners’ motivation and reduce anxiety when participating in communicative tasks. The study highlights the potential of integrating artificial intelligence tools into communicative language teaching as a supportive strategy for beginner learners. The findings contribute to the discussion on the role of emerging technologies in foreign language education and demonstrate how AI can enhance communicative interaction in classroom settings