UDC 004.773.6:[378.017:316.772.5-027.561]:[378.018.8:37.011.3
DOI: https://doi.org/10.59694/ped_sciences.2026.24.119
CHAT-BOTS AS A TOOL FOR FORMING PROFESSIONAL NETWORK COMMUNICATION OF FUTURE FOREIGN LANGUAGE TEACHERS
Embedded Files
LYAKHOVSKA Yulia Olegivna
Doctor of
Philosophy, Associate Professor, Associate Professor
of the Department of Special Language Training,
Military Institute of Taras Shevchenko National
University of Kyiv.
ORCID іD: https://orcid.org/0000-0003-4723-0260
Abstract:
The article explores the didactic possibilities of using chat-bots based on artificial intelligence in the process of forming professional network communication of future foreign language teachers. The relevance of the problem raised is due to the rapid development of digital technologies, the active introduction of artificial intelligence tools into the educational process and the objective need to prepare future teachers for effective professional interaction in a digital educational environment.
The essence of the concept of «professional network communication of future foreign language teachers» is clarified, which is interpreted as an integrative characteristic of the teacher’s personality, encompassing a set of knowledge, skills and abilities necessary for effective professional interaction in the digital educational space using a foreign language. Modern chatbots based on artificial intelligence are characterized as multifunctional tools for interactive speech practice that provide personalized feedback, reduce the level of speech anxiety, and contribute to the development of students’ learning autonomy. Four main areas of implementation of the didactic potential of chatbots in the training of future foreign language teachers are identified: development of foreign language communicative competence; formation of professional network interaction skills; development of digital pedagogical competence; ensuring students’ learning autonomy.
The pedagogical conditions for the effective integration of chatbots into the educational process of higher pedagogical education institutions are substantiated: methodically substantiated inclusion of artificial intelligence tools in curricula; formation of students’ critical attitude to chatbot responses; targeted development of digital literacy of future teachers. It is proven that the introduction of chatbots into the educational process does not eliminate the role of the teacher, but qualitatively transforms it in the direction of mentoring, facilitation and critical moderation of students’ educational activities. Prospects for further scientific exploration are associated with the development and experimental verification of the methodology for using chatbots to form professional network communication of future foreign language teachers in higher pedagogical education institutions.
Keywords: chatbots, artificial intelligence, professional network communication, future foreign language teachers, digital competence.
References:
Berdychevska, I. V. (2024). Vykorystannia chatbotu ChatGPT u protsesi navchannia inozemnoi movy z metoiu formuvannia inshomovnoi komunikatyvnoi kompetentnosti maibutnikh vchyteliv. [Using ChatGPT chatbot in foreign language teaching to develop communicative competence of future teachers].
Harkusha, O. O. (2024). Vykorystannia ChatGPT dlia vyvchennia anhliiskoi movy ta rozvytku movlennievykh navychok studentiv nefilolohichnykh spetsialnostei. [Using ChatGPT for English language learning and speech skills development of non-philology students].
Kaniuk, O., & Kish, N. (2025). Vykorystannia GPT yak instrumentu indyvidualizatsii navchannia inozemnoi movy u pidhotovtsi maibutnikh fakhivtsiv. [Using GPT as a tool for individualizing foreign language learning in future specialists’ training].
Stryzak, O. Ye., & Burov, O. Yu. (2014). Tekhnolohii vykorystannia merezhevykh resursiv dlia pidhotovky molodi do doslidnytskoi diialnosti. [Technologies for using network resources for preparing youth for research activities].
Chaplinska, N. O. (2025). ChatGPT – innovatsiinyi instrument chy zaminnyi asystent vykladacha u vyvchenni inozemnoi movy? [ChatGPT – innovative tool or substitute teacher assistant in foreign language learning?].
Ivaniuk, I. I. (Ed.). (2022). Tsyfrova kompetentnist suchasnoho vchytelia novoi ukrainskoi shkoly. [Digital competence of a modern teacher of the new Ukrainian school].
Chiu, T. K. F. (2024). [Systematics review on artificial intelligence chatbots and ChatGPT for language learning and research from selfdetermination theory (SDT): What are the roles of teachers?].
Cislowska, A. I., & Pena-Acuna, B. (2024). [Integration of chatbots in additional language education: A systematic review].
Klimova, B., Pikhart, M., & Al-Obaydi, L. H. (2024). [Exploring the potential of ChatGPT for foreign language education at the university level].
Polakova, P., & Klimova, B. (2025). [AI-driven chatbots in second language education: A systematic review of their efficacy and pedagogical implications].
Page updated
Report abuse