THE SOCIO-PEDAGOGICAL SIGNIFICANCE OF INTEGRATING AND DEVELOPING GENERATIVE ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN THE PROCESS OF TEACHING ENGLISH IN HIGHER EDUCATION
Keywords:
generative artificial intelligence, English language teaching, higher education, digital pedagogy, innovative educational technologies.Abstract
This article examines the pedagogical potential, social significance, and instructional effectiveness of integrating generative artificial intelligence technologies into the process of teaching English in higher education institutions. The role of generative AI tools in ensuring personalized learning, enhancing students’ communicative competence, and digitalizing the educational process is highlighted. Furthermore, the challenges associated with the implementation of these technologies and possible solutions are analyzed from a scientific perspective.
References
1. Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. London:
Longman, pp. 32–45.
2. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher
Psychological Processes. Cambridge, MA: Harvard University Press, pp. 79–91.
3. Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification
of Educational Goals. New York: Longman, pp. 18–34.
4. Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age.
International Journal of Instructional Technology and Distance Learning, 2(1), 3–10, pp. 5–8. 5. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education:
Promises and Implications for Teaching and Learning. Boston: Center for Curriculum Redesign, pp. 64–78.
6. Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. London: UCL Institute of Education Press, pp. 101–116.
7. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press, pp. 27–41.
