AK&M 08 November 2024 11:38
MSU scientists have identified limitations and promising areas for integrating AI technologies into the educational process. The methods of digitalization of foreign language education over the past 10 years, including the period of distance learning during the pandemic, were analyzed. Proven effective task formats will be tested in automated mode on an online foreign language simulator. The results of the work are published in the journal “Bulletin of the Moscow University. Series 19. Linguistics and intercultural communication”. The research was conducted within the framework of the Interdisciplinary Scientific and Educational School of Moscow State University “Preservation of the world cultural and historical heritage”.
Generative artificial intelligence technologies pose a danger to the education system. The need to integrate neural networks and speech processing technologies is explained by several provisions. Firstly, students everywhere independently use automated assistants to complete tasks, which requires the teacher to explain the limitations of these technologies. Secondly, with a comprehensive AI methodology, it opens up new opportunities for building an individual educational trajectory, which improves learning outcomes. Finally, the use of modern digital tools contributes to the development of students’ professional competence.
“The analysis of regulatory documents has shown that at the moment there is a process of forming a regulatory framework for the introduction of artificial intelligence technologies into foreign-language higher education, which will entail complex changes in the architecture of education,” said Victoria Fadeeva, Acting Head of the Department of Linguistics and Information Technology of the FIYAR Moscow State University.
Scientists of the Faculty of Foreign Languages and Regional Studies (FIYAR) and the Faculty of Computational Mathematics and Cybernetics (VMK) MSU analyzed the qualitative and quantitative results of research on the digitalization of foreign language education, on the basis of which a matrix of the most effective tasks in a foreign language was developed. The selected task formats formed the basis of an online simulator for a university with a remedial course in a foreign language. The simulator will be tested on FIYAR with first-year undergraduate students and will allow in an individualized mode to overcome the inevitable gaps in various aspects of language and speech for each student. A distinctive feature of the simulator is its focus on students achieving the level of language proficiency necessary for further successful development of language programs for special purposes.
“In all the above–mentioned task formats, the role of the teacher is not reduced, but along with the forms of work it is transformed towards mentoring and moderation of the individual learning trajectory of students,” said Anna Avramenko, Associate professor of the Department of Linguistics and Information Technology at the Moscow State University, head of research “Artificial Intelligence Technologies in the digitalization of the educational environment.”
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