Language Education Potential of Generative AI Chatbots

Аннотация

This study systematically delineates the linguodidactic properties of generative AI chatbots as transformative instruments in foreign language pedagogy, synthesizing theoretical frameworks, literature reviews, and em- pirical precedents to propose their integration in foreign language teaching. The aim of the article is to identi- fy the language education potential of chatbots as educational tools, provide scientific justification and pro- pose a methodology to integrate them into foreign language teaching. Employing qualitative content analysis of over 20 peer-reviewed sources alongside prompt-engineering experiments with models like ChatGPT, the research identifies seven core properties: (1) role-playing simulation via reinforcement learning; (2) interac- tivity across six feedback modalities (educational-social, evaluative, etc.); (3) nonlinear processing enabling adaptivity to learner proficiency; (4) instant error remediation; (5) multimodal delivery unbound by spatio- temporal constraints; (6) device-agnostic accessibility; and (7) low-anxiety environments fostering motivation and autonomy. These affordances address persistent challenges in communicative competence, such as lim- ited practice and fossilization, and outperforming traditional tools in dialogic immersion and personalization.
A novel three-phase methodology is advanced: input/role assignment, contextual practice (debates/role- plays), and teacher-controlled refinement. Despite limitations like misinformation risks, chatbots position as co-agents in the “learner – AI – teacher” triad, promising scalable ELT efficacy.