{"id":2206,"date":"2023-12-26T12:10:35","date_gmt":"2023-12-26T09:10:35","guid":{"rendered":"https:\/\/nor-ijournal.com\/?p=2206"},"modified":"2024-01-08T17:49:26","modified_gmt":"2024-01-08T14:49:26","slug":"123-10","status":"publish","type":"post","link":"https:\/\/nor-ijournal.com\/ru\/2023\/12\/26\/123-10\/","title":{"rendered":"Kairova Zh., Kucherbayeva A. &#8211; THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING ENGLISH AT A UNIVERSITY"},"content":{"rendered":"<div data-elementor-type=\"wp-post\" data-elementor-id=\"2206\" class=\"elementor elementor-2206\" data-elementor-settings=\"{&quot;ha_cmc_init_switcher&quot;:&quot;no&quot;}\">\n\t\t\t\t<div class=\"has_eae_slider elementor-element elementor-element-174423c e-flex e-con-boxed jltma-glass-effect-no wpr-particle-no wpr-jarallax-no wpr-parallax-no wpr-sticky-section-no wpr-column-slider-no wpr-equal-height-no e-con e-parent\" data-eae-slider=\"19149\" data-id=\"174423c\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;_ha_eqh_enable&quot;:false}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-e289846 e-con-full e-flex jltma-glass-effect-no wpr-particle-no wpr-jarallax-no wpr-parallax-no wpr-sticky-section-no wpr-column-slider-no wpr-equal-height-no e-con e-child\" data-eae-slider=\"46630\" data-id=\"e289846\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;_ha_eqh_enable&quot;:false}\">\n\t\t\t\t<div class=\"elementor-element elementor-element-b5a0a35 jltma-glass-effect-no exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-heading\" data-id=\"b5a0a35\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING ENGLISH AT A UNIVERSITY<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-863f119 jltma-glass-effect-no exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-text-editor\" data-id=\"863f119\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p style=\"text-align: right;\"><strong>Kairova Zh.<br \/><\/strong><em>Master of Pedagogical Sciences<br \/><\/em><em>lecturer of Foreign language department<br \/><\/em><em>S.Seifullin Kazakh Agrotechnical Research University<br \/><\/em><strong>Kucherbayeva A.<br \/><\/strong><em>Master of Pedagogical Sciences<br \/><\/em><em>lecturer of Foreign language department<br \/><\/em><em>S.Seifullin Kazakh Agrotechnical Research University<\/em><\/p><p><strong>Abstract<br \/><\/strong>This article considers the problem of using artificial intelligence (AI) technologies for teaching a foreign language at a university.\u00a0 AI services designed for teaching foreign languages, as well as AI tools acting as teaching assistants, are considered. The linguistic and didactic capabilities of chatbots are analyzed. The variants of AI-based tasks for the organization of the educational process are presented. In the course of their research, the authors conclude that the use of AI can facilitate the preparation of a foreign language teacher for classes and checking homework, reducing the time to complete routine tasks. Students can use AI tools to practice different language aspects. However, a complete replacement of the AI teacher is not possible, since AI lacks the ability to navigate in the context of learning, empathize with students, motivate them to personal development and encourage critical thinking. Work in the field of AI application in foreign language teaching, in addition to the creation of new AI tools, should be carried out in relation to the development of systems of appropriate tasks, as well as algorithms for interaction between teachers and students with AI.<\/p><p><strong>Keywords:<\/strong> artificial intelligence, higher education, foreign languages, chat GPT, personolized learning.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-206ce67 jltma-glass-effect-no exad-sticky-section-no exad-glass-effect-no elementor-widget elementor-widget-pdfjs_viewer\" data-id=\"206ce67\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"pdfjs_viewer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<iframe 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xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewbox=\"-.3 0 32 32\" version=\"1.1\" width=\"100%\" height=\"100%\" style=\"display:block;border-radius:999px;\" xml:space=\"preserve\"><g><path fill=\"#fff\" d=\"M18 14V8h-4v6H8v4h6v6h4v-6h6v-4h-6z\" fill-rule=\"evenodd\"><\/path><\/g><\/svg><\/span><\/a><\/div><div class=\"heateorSssClear\"><\/div><\/div><\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING ENGLISH AT A UNIVERSITY Kairova Zh.Master of Pedagogical Scienceslecturer of Foreign language departmentS.Seifullin Kazakh Agrotechnical Research UniversityKucherbayeva A.Master of Pedagogical Scienceslecturer of Foreign language departmentS.Seifullin Kazakh Agrotechnical Research University AbstractThis article considers the problem of using artificial intelligence (AI) technologies for teaching a foreign language at a university.\u00a0 AI services designed for teaching foreign languages, as well as AI tools acting as teaching assistants, are considered. The linguistic and didactic capabilities of chatbots are analyzed. The variants of AI-based tasks for the organization of the educational process are presented. In the course of their research, the authors conclude that the use of AI can facilitate the preparation of a foreign language teacher for classes and checking homework, reducing the time to complete routine tasks. Students can use AI tools to practice different language aspects. However, a complete replacement of the AI teacher is not possible, since AI lacks the ability to navigate in the context of learning, empathize with students, motivate them to personal development and encourage critical thinking. Work in the field of AI application in foreign language teaching, in addition to the creation of new AI tools, should be carried out in relation to the development of systems of appropriate tasks, as well as algorithms for interaction between teachers and students with AI. Keywords: artificial intelligence, higher education, foreign languages, chat GPT, personolized learning. 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