INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
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THE ROLE OF ARTIFICIAL INTELLIGENCE IN TEACHING RUSSIAN AS A
FOREIGN LANGUAGE
Buranova Nilufar Shavkatovna
PhD, Assistant of the department of “Uzbek language and literature, languages”
Andijan State Medical Institute
Abstract:
Author describes the experience of using ready-made neural networks (ChatGPT) and
those developed by means of chat bot designers as a means of teaching Russian as a foreign
language; the advantages and disadvantages of introducing chatbots in teaching business and
scientific communication are revealed; the prospects for introducing artificial intelligence into the
practice of teaching Russian as a foreign language are determined.
Keywords:
digital linguodidactics; artificial intelligence; chatbot; ChatGPT; Aimylogic; Alice’s
voice assistant; business Russian; scientific style of speech; communicative competence.
Introduction.
In recent years, the development of artificial intelligence (AI) technology
has reached such a level that it has become possible to use AI in a variety of areas of human life
and activity. At the same time, the introduction of AI occurs so unnoticeably that we do not
assume that for some time we have been actively communicating with various systems based on
this technology. Thus, all search engines of known browsers, automatic translators work on the
basis of artificial intelligence, AI tracks our movements around the world and on the Internet,
analyzes requests and preferences, on the basis of which it offers us to listen to this or that
music, watch a video or buy a certain product, when calling a company, chat bots help us solve
a problem, and voice assistants Alice, Marusya, Siri entertain us at home. We, without
suspecting it, help AI learn, for example, image recognition, when in Captcha we are asked to
mark all the pictures that have traffic lights or bicycles. In this regard, it seems quite natural that
AI is beginning to be introduced into the field of education, since in order to improve the quality
of life, a modern person must have the skills to communicate with AI. This will allow it to solve
various types of problems much faster.
Artificial intelligence is changing the way educators approach teaching and learning. By
incorporating AI tools, schools can personalize learning paths to suit each student’s learning
needs and improve overall academic performance.
With AI-powered systems, professors can create more inclusive lesson plans and provide
immediate feedback, ensuring improved learning outcomes. This shift allows teachers to spend
more of their time on interactive student learning, rather than being held down by automating
administrative tasks.
As a result, the classroom transforms into a hub of innovation where AI integration supports
both teaching and the natural development of every student.
Materials and methods.
In terms of the above, the use of AI in teaching Russian to
students of national groups (hereinafter referred to as RKI) becomes significant, since this
technology is capable of providing a foreign-language student with the opportunity to
communicate in Russian, taking into account the constantly changing linguistic reality and in
the absence of psychological barriers in communication. Of particular importance, in our
opinion, is the use of AI in the practice of teaching foreign speakers the scientific style of
speech and business Russian (Russian for professional communication), since this technology
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
457
allows for the rapid organization of communicative situations for students in the relevant areas
of communication.
Therefore, the relevance of this study is due to:
1) the widespread use of AI;
2) the need to develop students' skills in working with AI;
3) the availability of opportunities to use AI as an effective means of teaching foreign
students communication, in particular professional and scientific communication.
Defining the role of artificial intelligence in foreign students' mastery of scientific and
professional communication is the purpose of this article.
Results.
In accordance with the stated goal, the following tasks were defined:
1) find ways to use AI technology in teaching Russian as a foreign language;
2) introduce AI technology into the educational process in the context of studying the
scientific style of speech and business Russian;
3) establish how effective the use of AI is in teaching the scientific style of speech and
professional communication.
A review of scientific and methodological literature showed that the following digital
tools, created on the basis of artificial intelligence technologies, are used in the practice of
teaching Russian as a foreign language:
1) services developed on the basis of automatic text processing by AI [2];
2) ready-made chatbots designed to perform a wide range of tasks (Alice, Mondly,
MyRUSkey) [4; 5];
3) chatbots specially developed for Russian as a foreign language tasks [1; 4].
The analysis of the implementation of the specified digital services in teaching Russian
as a foreign language showed that the most popular tools among them are chatbots, which are
used in a number of cases as dialogue simulators. It is also significant that chatbots are used both
for practicing formulas and for training communication skills, and at different stages of
mastering the Russian language by students of national groups. In addition, there are isolated
examples of using chatbots in professionally oriented teaching of the Russian language. At the
same time, we noted that the presented experience of working with chatbots in the practice of
teaching Russian as a foreign language does not reflect the latest trends in the development of AI
technology, such as the opening of the ChatGPT neural network to a wide audience, the
emergence of the ability to create your own chatbots and voice assistants based on chatbot
designers without the participation of programmers.
Discussion.
Based on the above, we conducted an experiment to implement ChatGPT
and a voice assistant developed on the basis of the Aimylogic chatbot constructor in the
educational process. These chatbots were used in teaching first-year students of the Faculty of
Medicine (profile Russian language, Scientific style of the Russian language), who study at
ASMI and have an elementary and basic knowledge of Russian due to the fact that they
graduated from a national school.
ChatGPT was used to teach foreign-language students with an elementary level of
proficiency in Russian in scientific communication within the framework of the discipline
“Scientific Speech Style”. ChatGPT was used to practice terminological vocabulary and basic
grammatical constructions of the scientific speech style (hereinafter - SSS), to develop skills in
constructing a monologue based on the text read, text compression skills, etc. The text generated
by ChatGPT also became the basis for game tasks in the formats “Scientific Conference on
Folklore”, Speed dating “Famous Writers-Doctors”, educational hackathon “Neural
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
458
Networks and Folk Tales”, which were aimed at developing communicative competence in the
scientific field in foreign speakers.
The introduction of ChatGPT in the training of students from various fields, as well as
from other republics “Scientific style of speech” allowed to diversify the educational process. A
survey of students showed that they liked working with the neural network, they believe that
ChatGPT helps them to study NSR, in the future they are ready to use the neural network to
prepare answers to simple questions, check their mistakes, create new interesting stories and
texts. Some respondents answered the following: “I think that ChatGPT can help us. When you
encounter difficulties, you can ask it for help. But everyone’s homework should have its own
characteristics”; “I’m afraid that it will replace my work and life, so I try not to use it and do not
advise others to do so”.
The “chatbot” “Steve Martins”, developed in the Aimylogic constructor according to the
author‘s scenario, was used in the context of studying the Russian language for use in medicine
with first-year students and was intended to teach foreigners business communication in
Russian. This chatbot was published as a skill of the voice assistant “Alice” and worked
through the service “Yandex. Dialogues”. Each part of the scenario was devoted to a certain
situation of business communication, which was related to the topic of the textbook by L.V.
Kotane “Russian Language for Business Communication” [3] (acquaintance, conversation at a
party, telephone conversation, examination plan, interview with an employer, patient questions,
company presentation, call to a friend, collecting anamnesis) and contained the corresponding
vocabulary and grammatical structures of business Russian. At the same time, this chatbot
assumed live communication with students and, as responses to remarks, thanks to the use of
intents, could recognize not only a given word and expression, but also a remark that could
express, for example, gratitude, consent and other forms of etiquette. In addition, students were
shown not only text, but also an image. A survey was also conducted using this chatbot, and the
answers were recorded in a Google spreadsheet.
This dialogue with the chatbot was part of a case assignment published in the
accompanying course “Business Russian” in the Telegram channel. Students had to talk to the
voice assistant, at the end of the dialogue they received an answer to the task.
For example, Case No. 1. Situation. Steve Martins: “Today is a very important day for
me! I will call a VIP client. I need him to agree to use our service. Oh, how scary. I’m calling”.
Task: You are Steve Martins. Talk to Alice (Topic 3) and in the comment write the email
address of the director of the company “Course to the East”. Write the answer as a comment to
the post. A survey conducted among students showed that they liked the course using the chatbot,
they are ready to use the bot in preparation for the test and later to practice communication skills.
Respondents responded that repeated conversations with the voice assistant helped them better
absorb information and in the future they will “practice speaking Russian with it”, “talk to it
every day to improve hearing and speech”.
Analysis of the implementation of digital tools developed on the basis of AI in teaching
Russian as a foreign language showed that the use of chatbots as dialogue simulators for
developing skills in educational and business communication has the following advantages:
1) creation of communication situations that are difficult to organize in the educational
environment;
2) development of communication skills in foreign speakers not through memorization,
but through play;
3) automated control of independent work.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
459
Conclusions.
However, students‘ experience with chatbots has shown that not all
students are ready to work with AI, they are afraid of it. In accordance with the pedagogical
experience gained, it can be argued that AI can be effectively used in teaching Russian to
foreigners, but for this it is necessary that AI be organically introduced into classes and not
cause fear in students. Thus, the role of artificial intelligence in teaching Russian as a foreign
language is becoming more and more noticeable every year, digital services developed using
AI technology are increasingly used in the practice of teaching Russian as a foreign language,
and in the future, artificial intelligence can become a good assistant to the teacher in his
pedagogical activity, taking on some of the functions.
Literature:
1. Kovtun L.V., Gladkov Yu.P. Dialogue simulator as a means of developing communication
skills of foreign listeners in the digital environment // Philological education in the digital age:
experience of updating educational programs: Collection of abstracts of the International
scientific and practical conference. Moscow, 2022. Pp. 62–66.
2. Kopotev M., Katinskaya A. et al. REVITA: language study based on corpus approaches //
Corpus linguistics - 2019. Proceedings of the international conference / St. Petersburg State
University, Institute of Linguistic Studies of the Russian Academy of Sciences, Herzen State
Pedagogical University of Russia. SPb., 2019. Pp. 30–39.
3. Kotane L.V. Russian language for business communication. Study guide: basic course of
studying business Russian as a foreign language. St. Petersburg: Zlatoust, 2014. 180 p.
4. Kuznetsova A.A., Aksenova E.D., et al. Artificial intelligence in teaching Russian as a foreign
language in a medical university: reality and prospects // Tver Medical Journal. 2022. Issue. No.
4. P. 112–115.
5. Patrusheva L.S. Using chatbot technology in teaching Russian as a foreign language at the
elementary level: from the development experience // Bulletin of Udmurt University. Series:
History and Philology. 2022. Vol. 32, Issue 4. P. 848–853.
