INTEGRATION OF ARTIFICIAL INTELLIGENCE IN TEACHING A FOREIGN LANGUAGE FOR SPECIFIC PURPOSES

Abstract

The article provides a scholarly substantiation of pedagogically sound approaches to integrating artificial intelligence technologies into the teaching of a foreign language for specific purposes in higher education institutions. The relevance of the study is determined by the accelerated digital transformation of education, Ukraine’s European integration priorities, and the growing demands for graduates’ professional foreign-language communication skills. Based on the analysis of contemporary academic sources, regulatory and legal documents, as well as international analytical and statistical data, the didactic potential of artificial intelligence is outlined as a system-forming factor in the modernization of professionally oriented foreign language training. The study proposes a multilevel model for integrating artificial intelligence into the educational process of teaching a foreign language for specific purposes, encompassing preparatory, instructional, assessment, and reflective levels. The model is grounded in a combination of communicative-activity, student-centered, and formative approaches and presupposes the preservation of the teacher’s key role as a coordinator, mentor, and guarantor of academic quality. It is demonstrated that the use of artificial intelligence contributes to the personalization of learning, the simulation of authentic professional communicative situations, the provision of effective formative feedback, and the development of foreign-language communicative, professional, and cognitive flexibility of higher education students in the context of lifelong learning. The article raises the issue of the need to analyze technical, economic, pedagogical, and ethical limitations of artificial intelligence integration, including the risks of excessive automation of learning, insufficient teacher training, and issues of academic integrity. The obtained results form a methodological basis for further experimental validation of the proposed model and its adaptation to various fields of professional training.