Technologies for using interactive artificial intelligence tools in the teaching of foreign languages and translation

Tetiana Yefymenko; Tamara Bilous; Anna Zhukovska; Iryna Sieriakova; Iryna Moyseyenko

doi:10.34069/AI/2024.74.02.25

Tetiana Yefymenko Mykolaiv V.O. Sukhomlynskyi National University, Mykolaiv, Ukraine. https://orcid.org/0000-0002-7793-9505
Tamara Bilous Rivne State University of the Humanities, Rivne, Ukraine. https://orcid.org/0000-0001-7411-4623
Anna Zhukovska Research Institute of Economics and Management of West Ukrainian National University, Novovolynsk, Ukraine. https://orcid.org/0000-0001-6636-610X
Iryna Sieriakova Kyiv National University of Technologies and Design, Kyiv, Ukraine. https://orcid.org/0000-0001-6446-7070
Iryna Moyseyenko Kyiv National Linguistic University, Kyiv, Ukraine. https://orcid.org/0009-0009-5284-9376

DOI: https://doi.org/10.34069/AI/2024.74.02.25

Resumo

The article explores the potential of artificial intelligence technologies in teaching foreign languages and translation. It explores the advantages and possible challenges of using such technologies in language education and provides practical examples. The article also discusses perspectives on the future development and use of interactive artificial intelligence tools in the field of language teaching and translation. The integration of artificial intelligence into higher education has ushered in a new era of transformation in educational processes, reforming various aspects of the educational experience. The advantages of introducing artificial intelligence into higher education are numerous, ranging from personalized learning paths to intelligent assessment tools. The tools are classified into categories for students, teachers, and the education system. It identifies key results of such processes and examines various technologies, including Linguatech Learning Assistant, Linguatech Translation Tool, and Linguatech Language Lab, which help students improve their language and translation skills. The research examines the effectiveness of interactive tools in education, comparing their use in classroom and distance learning formats. The article’s conclusions are significant for the development and improvement of language and translation education programs that use innovative artificial intelligence technologies.

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Biografia do Autor

Tetiana Yefymenko, Mykolaiv V.O. Sukhomlynskyi National University, Mykolaiv, Ukraine.

Associate Professor, Candidate of philological sciences, Philological Faculty Department of Germanic Philology, Mykolaiv V.O. Sukhomlynskyi National University, Mykolaiv, Ukraine.

Tamara Bilous, Rivne State University of the Humanities, Rivne, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, Department of English Practice and Methods of Teaching, Faculty of Philology, Rivne State University of the Humanities, Rivne, Ukraine.

Anna Zhukovska, Research Institute of Economics and Management of West Ukrainian National University, Novovolynsk, Ukraine.

Candidate of Philological Sciences, Associate professor, Department of Fundamental and Special Disciplines, Novovolynsk Education and Research Institute of Economics and Management of West Ukrainian National University, Novovolynsk, Ukraine.

Iryna Sieriakova, Kyiv National University of Technologies and Design, Kyiv, Ukraine.

Doctor of Philological Sciences, Professor, Professor of the Department of Philology and Translation, Kyiv National University of Technologies and Design, Kyiv, Ukraine.

Iryna Moyseyenko, Kyiv National Linguistic University, Kyiv, Ukraine.

Candidate of Philological Sciences. Associate Professor, Associate Professor of the Department of Germanic and Finno-Ugric Philology, Faculty of Germanic Philology and Translation, Kyiv National Linguistic University, Kyiv, Ukraine.

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