The role of artificial intelligence in preparing foreign language classes: current opportunities and prospects for application in a non-linguistic university

the current development of digital technologies promotes the active integration of artificial intelligence (AI) in education, particularly in foreign language teaching. AI is viewed not as a replacement for teachers but as a tool to expand didactic capabilities: automating routine tasks, personalizing learning content, providing interactive feedback, and analyzing educational trajectories. AI-based personalized learning considers students’ cognitive, linguistic, and motivational characteristics, reduces cognitive overload, and fosters learner autonomy. Automated assessment enhances grading objectivity, reduces teacher workload, and encourages self-regulation skills. Interactive platforms such as Duolingo, Babbel, and Busuu offer adaptive learning, gamification, and socially embedded practice, increasing language learning efficiency. Speech recognition (ASR) and neural machine translation (NMT) technologies support pronunciation, listening, and pragmatic skills development even with limited language immersion. AI analytics predict learning risks, create adaptive pathways, and enable evidence-based educational management. However, AI’s effectiveness is limited in emotional interaction, intercultural interpretation, and creativity. The optimal model combines technological and human factors, where AI provides technical and analytical support while teachers maintain roles as motivators, communicators, and mentors. Consequently, AI transforms language education by creating personalized, interactive, and socially embedded learning environments, fostering linguistic, intercultural, and digital competencies essential for the 21st century.

artificial intelligence (AI), modern technologies, individual approach to learning, learning technologies, automation of the educational process