FOREIGN PRACTICE AND PEDAGOGICAL EFFECTIVENESS OF THE INTRODUCTION OF GENERATIVE ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN ENGLISH LANGUAGE TEACHING
DOI:
https://doi.org/10.47390/ydif-y2026v2i2/n46Keywords:
generative artificial intelligence, English language teaching, foreign experience, digital education, pedagogical efficiency, individualized education.Abstract
This article analyzes foreign experience in the introduction of generative artificial intelligence technologies in the process of teaching English, their didactic capabilities and pedagogical effectiveness. The study studies the practice of using platforms based on generative artificial intelligence in the education systems of developed countries, and their role in the formation of language skills, the development of independent educational activities of students, and the individualization of the teaching process is scientifically highlighted. Also, the pedagogical conditions and efficiency criteria for integrating generative artificial intelligence technologies into English language teaching are determined.
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