IMPROVING THE THEORETICAL BASIS OF THE METHODOLOGY OF INTEGRATION OF GENERATIVE ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN TEACHING ENGLISH IN HIGHER EDUCATION
DOI:
https://doi.org/10.47390/ydif-y2026v2i3/n11Keywords:
generative artificial intelligence, English language education, higher education, methodology, digital pedagogy, language competence.Abstract
This article discusses the issues of improving the theoretical foundations of the methodology of integrating generative artificial intelligence technologies into the process of teaching English in higher education institutions. The study analyzes the didactic capabilities of generative artificial intelligence, its linguodidactic significance, as well as the principles and pedagogical conditions of the methodological integration process. As a result, theoretical and methodological approaches aimed at the effective use of generative artificial intelligence technologies in English language teaching are proposed.
References
1. Holmes, W., Bialik, M., Fadel, C. Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston: Center for Curriculum Redesign, 2019. 201 b.
2. UNESCO. Artificial Intelligence and Education: Guidance for Policymakers. Paris: UNESCO Publishing, 2022. 68 b.
3. Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education, 2018. 410 b.
4. Richards, J. C., Rodgers, T. S. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2017. 389 b.
5. Marzano, R. J. The Art and Science of Teaching. Alexandria, VA: ASCD, 2017. 221 b.
This work is licensed under a 