Volume 03 Issue 05-2023
46
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
46-51
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article deals with the features of using AI technologies in foreign language learning at universities, as well as its
advantages for both students and teachers. Special attention is paid to neurolinguistic programming (an area that
combines artificial intelligence and linguistics, and is associated with automated processing of human language),
machine and deep learning (a method that uses artificial neural networks to learn from large datasets).
KEYWORDS
Education, artificial intelligence, neuro-linguistic programming (NLP), machine learning, deep learning, foreign
language.
INTRODUCTION
The widespread introduction of digital technologies
affects all spheres of human activity, including
production and business processes, the social sphere
of society, and the education system. Digital
development also has a huge impact on the education
sector, including the improvement of the activities of
higher educational institutions. The modern period in
the activities of universities is increasingly using digital
technological solutions that allow the transition to
personalized learning, which is necessary to achieve
the highest results of educational activities. Digital
technologies effectively influence the development of
the digital infrastructure of universities. This aspect
implies the development of communication channels,
the acquisition of new devices for the use of digital
educational materials in the educational process.
THE MAIN RESULTS AND FINDINGS
In the modern period, it is no longer possible to
imagine the activities of a higher educational
institution without the integrated use of computer
networks, digital platforms, virtual libraries, electronic
Research Article
POSSIBILITIES OF APPLICATION OF ARTIFICIAL INTELLIGENCE
TECHNOLOGY IN TEACHING FOREIGN LANGUAGES IN UNIVERSITIES
Submission Date:
May 13, 2023,
Accepted Date:
May 18, 2023,
Published Date:
May 23, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue05-10
Nilufar Ergasheva
4th Year Student Of The Uzbek State University Of World Languages Tashkent Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 05-2023
47
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
46-51
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
courses and educational publications, advanced
technological and pedagogical solutions based on the
use of advanced information and communication
technologies. Digital technologies in the modern
period have a positive impact on the development of
academic mobility programs, attracting leading
scientists, practitioners to improve the quality of
education.
A number of domestic and foreign studies are devoted
to the study of certain aspects of the digitalization of
education, the problems that teachers and students
have to face in the process of using computer
technologies. Digital technologies are completely
changing the established model of education. Unlike
classes conducted in the traditional form, the learning
process using digital tools becomes more interesting
and productive. In the framework of this work, we turn
to the consideration of the possibilities of using
artificial intelligence (AI) technologies in the study of a
foreign language at a university. In the higher
education system, language groups often have more
than 20 students, and it is almost impossible for a
teacher to find the right approach to everyone at the
same time. But thanks to the use of artificial
intelligence for learning a non-native language, it is
possible to focus on the educational needs of each
individual student. By applying AI-based technology
solutions integrated into the learning process,
educators can collect a wealth of data about students,
their interests, abilities, and so on. When analyzed, this
data can pave the way for personalized learning.
AI language learning platforms allow students to work
at their own pace, repeating topics and focusing on
what they are having trouble with. The AI-powered
learning platform can automatically grade tests and
even essays as soon as they are taken, instantly
identifying mistakes and suggesting ways to avoid
them in subsequent assignments. This allows learners
to take immediate action to correct their mistakes and
possibly do better on future tests. For educators, AI-
assisted language learning solutions can identify
weaknesses in the curriculum and help educators see
what can be improved in their lectures or practice
assignments. Thanks to the introduction of artificial
intelligence in the educational process, teachers have
more time to coordinate educational activities and
mentor students. In addition, educators can become
data scientists by analyzing and using the information
they learn from the learning process. When learning a
language using AI technologies, the process of
obtaining feedback is accelerated. In turn, students get
the opportunity to set their own goals and follow an
individual program.
As Rolgaiser A.A. notes, today the most popular
artificial intelligence tools that are used in the study of
foreign languages are text recognition and analysis
services (voice assistants, chat bots, online translators,
services for checking spelling, punctuation, grammar
and text style). AI-powered language chatbots are
capable of presenting personal responses to students'
messages, can evaluate their work or give advice on
what they need to improve.
Recently, the use of neural networks has allowed
machine translation to take a giant leap forward,
making it possible to include this technology in the
process of learning a foreign language. For example,
machine translation as a bad model is a pedagogical
method by which students identify inconsistencies and
errors in the translated text and correct them. This
helps students to better perceive a foreign language
and its features, understand the structure of sentences
and expand vocabulary. Since students learn
differently and at different rates, it is unreasonable to
expect everyone to follow the same textbook and
Volume 03 Issue 05-2023
48
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
46-51
SJIF
I
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FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
achieve the same success. This is why personalized
textbooks are so important. When a smart language
learning solution is aware of progress and adapts to
needs based on personal data, it can provide the
necessary learning materials. Adapting textbooks can
also be helpful for educators. For example, if teachers
were able to upload their educational programs to a
system created on the basis of artificial intelligence,
the system itself could create textbooks adapted for a
particular course or even a group of students. Neuro-
linguistic programming (NLP), phrase extraction, and
point-to-point mutual information are often used to
help artificial intelligence become a valuable tool for
language learning. NLP allows machines to read and
understand human language, and phrase extraction
can be used to extract information, classify
documents, and solve language generation problems.
When it comes to introducing artificial intelligence into
language learning, there is a large selection of Android,
iOS and NLP learning apps that help learners master
the vocabulary of the target language.
Some apps use data from Oxford Dictionaries and
integrate an artificial intelligence called FeeBu
(Feedback Butterfly) to simulate the behavior of a
teacher who gives automated intelligent feedback. The
application has access to a huge corpus of authentic
English texts, thus providing a contextualized
vocabulary. FeeBu uses four basic criteria to measure
language learning success: grammar, spelling,
meaning, and word choice. The FeeBu-based
application has a component that automatically
generates space-filled exercises and answer options
given a headword and semantic context. In addition, a
system is used that automatically evaluates the text
and analyzes it in order to identify grammatical errors.
For quick feedback, a server-side component has been
introduced that analyzes student responses using NLP
processing.
Corpus analysis with the n-gram model, collocation
extraction, and point mutual information extract
collocations from the huge corpus of the English
language to provide a reliable assessment of fluency.
The application proved so successful that Oxford
University Press, the world's largest publisher of
English language learning materials, purchased it and
licensed the technology for worldwide distribution.
Summarizing, it should be noted the general key
concepts of using artificial intelligence technologies in
terms of language learning:
1. Neuro-Linguistic Programming (NLP) is a field that
combines artificial intelligence and linguistics, the
purpose of which is the automated processing of
human language. NLP focuses on the creation and
analysis of written and spoken language, although
speech processing is often treated as a separate field.
NLP can be seen as the applied side of computational
linguistics, an interdisciplinary field of research related
to the formal analysis and modeling of language and its
applications at the intersection of linguistics, computer
science and psychology.
2. Machine learning is part of artificial intelligence. This
refers to systems that receive information or learn
from experience. Machine learning "helps find
solutions to many problems with speech, recognition,
and robotics."
3. Deep learning is a field of artificial intelligence, a type
of machine learning that uses artificial neural networks
(computing systems that resemble certain neural
networks in the human brain) to learn from large
datasets. Deep learning mainly focuses on vision based
categories (e.g. image discrimination) but can also be
used for NLP purposes. Experts believe that AI-based
tools “offer the possibility of learning that is more
personalized, flexible, inclusive and engaging,” and
there is evidence that digital language learning itself
Volume 03 Issue 05-2023
49
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
05
Pages:
46-51
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
has become more dynamic and adaptive. Especially for
assistive and adaptive language learning scenarios
(when the algorithm supports the teacher and the
student and creates an individual learning path), so-
called narrow artificial intelligence technologies come
into play.
They can be divided into the following categories:
1. Learner-centric AI tools that help improve in a
particular subject through specific practice patterns,
reflective feedback mechanisms, or behavioral
exercises.
2. Teacher-centric systems: teacher-centric tools that
aim to minimize the workload, mainly in automated
processes (such as grading, feedback mechanisms,
classroom management, administrative issues).
3. Artificial intelligence system tools: algorithms that
provide processed data mainly to institution
administrators or stakeholders, such as software that
processes student work and calculates their future
academic performance. Thus, the introduction of AI in
the educational process significantly changes the
approaches to the work of a teacher. For several years
now, leading universities have been trying to
modernize the educational linguistic process with the
help of artificial intelligence. However, since the
introduction of online learning in this sector, the
changes are not yet so massive.
With the development of the material and technical
base of the university, it becomes possible to use
machine learning technologies, robotics, and artificial
intelligence. In addition, the development of digital
technologies requires the faculty to constantly
improve their qualifications in the use of advanced
innovative technologies. Artificial intelligence is
already an integral component of the foundation of the
modern education system. Based on this, one of the
objectives of the project is to study and systematize
the main modules in education management systems.
The main attention is supposed to be paid to
interactive lectures, individual and group trainings,
journaling of learning outcomes. The possibility of
involving the process of educational communication
not only of the students themselves, pedagogical and
administrative employees of the university, but also
representatives of the families of students by
organizing a wide informing about the results of
educational activities is considered. The purpose of
studying the components of educational systems using
elements of artificial intelligence is to build individual
learning trajectories while automating the verification
of learning outcomes and self-control mechanisms,
studying algorithms for taking into account the control
points of classes, tracking the progress of students,
identifying the most difficult elements of the course to
master and informing the teacher about them.
CONCLUSION
A separate aspect of the project is the study of learning
gamification technologies, the use of game tasks not
only during classes, but also in the organization of
certification tests. For the organization of educational
communication, the use of chat bots, forums, etc. is
considered, which help to maintain an educational
dialogue, to establish support for the learning
trajectory.
Adaptive
learning
management
is
considered as one of the promising directions for
modifying the classical components of language
training. One of the objectives of the project is to study
various aspects of the algorithms for the formation of
the educational trajectory of learning a foreign
language, taking into account the peculiarities of the
functioning of language units inherent in this language.
Volume 03 Issue 05-2023
50
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
03
ISSUE
05
Pages:
46-51
SJIF
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FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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Oscar Publishing Services
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