Yulia Yu. Kotliarenko

The relevance of the study is determined by the need to improve the effectiveness of foreign language competence development among students of non-linguistic technical universities in the context of the digital transformation of higher education. Although artificial intelligence technologies are being actively introduced into language instruction, most studies focus primarily on their instrumental capacities, while the mechanisms of their systemic pedagogical integration remain insufficiently elaborated. As a result, a gap persists between the potential of AI and the absence of models capable of ensuring the coordinated development of the cognitive, communicative, and operational components of foreign language competence. The aim of the study was to design and test a pedagogical model for the development of foreign language competence among students of non-linguistic technical universities based on the functional integration of artificial intelligence technologies into the traditional educational process. The methodological framework consisted of a longitudinal quasi-experimental design with repeated measurements (T0–T4). The study involved 120 students (experimental group – 69; control group – 51). Assessment was conducted using an analytical rubric, and statistical analysis included both parametric and non-parametric methods with Holm–Bonferroni correction. The findings indicate that implementation of the model is associated with a more pronounced positive dynamic in the development of foreign language competence compared to traditional instruction (p < 0.01). A shift in its developmental trajectory was identified, encompassing adaptive, integrative, and productive phases. Functional differentiation of AI roles–dialogue partner, adaptive trainer, intelligent co-author, personal tutor, and reflective tool–facilitates the coordinated development of competence components and enhances the manageability of educational dynamics. The scientific novelty of the study lies in substantiating a model in which artificial intelligence technologies are conceptualized as a means of structurally organizing learning activity rather than as auxiliary digital tools. Its theoretical significance consists in clarifying the principles of pedagogical integration of AI into the process of foreign language competence development. The practical significance is determined by the applicability of the model in designing language training for students of non-linguistic universities and in developing adaptive educational tools.

The relevance of the problem under study is due to the need to improve the quality of foreign language teaching in technical universities. The aim of the study is to justify the expediency of holding a student scientific and practical conference as an interactive form of organizing extracurricular independent work in teaching foreign languages to students of technical universities. The analysis of the long-term experience of the Department of Foreign Languages of the Rostov State Transport University in organizing student scientific conferences has been carried out, positive aspects and difficulties in their preparation have been identified. The leading approaches in conducting the research were theoretical methods of studying, analyzing, comparing and systematizing scientific material, as well as the method of collecting, analyzing and interpreting scientific documentation. As a result of the study, it was found that student conferences, being part of the students’ research work, are implemented on the basis of an interdisciplinary approach, which consists in mastering oral and written speech, improving listening and writing skills in a foreign language, as well as acquiring professional knowledge in their major. In addition, scientific student conferences are classified as interactive forms or teaching methods that are based on the active involvement of students in the learning process through social interaction. The role of participants in the educational process is changing, the emphasis is on cooperation, the exchange of ideas and experience, the teacher acts as a consultant. It is found that the introduction of humanitarian knowledge, principles and methods in teaching natural science disciplines indicates the humanitarization of education. The theoretical significance of the presented article lies in the further development of ideas on the organization of scientific research work of students at the university. The practical significance is due to the possibility of applying the findings and recommendations of the study in the educational process of technical universities.

The introduction of artificial intelligence (AI) technologies into the process of teaching foreign languages opens new horizons for the formation of foreign language competences of students majoring in non-language specialties. However, in order to use generative AI with maximum efficiency, it is necessary to take into account a number of factors and specific features that have a significant impact on the learning outcome. In this context, research tasks oriented at studying conditions that ensure the effective application of AI technologies in the learning process are of particular importance. The aim of this study was to evaluate the impact of the level of critical thinking and digital literacy of students on the effectiveness of using generative AI technologies in the process of foreign language competences formation among students of technical universities. The research methodology is based on a quasi-experimental design with the participation of 150 students divided into experimental and control groups. Data collection was carried out by means of questionnaires, interviewing, testing. Data was processed by methods of statistical analysis: descriptive statistics, t-test for independent samples, correlation analysis (Pearson's coefficient), regression analysis. The results of the study showed that the students of the experimental group, who had taken an additional course on the development of digital literacy and performed tasks for development of critical thinking skills, used AI tools with greater efficiency and significantly improved their language competence compared to the control group. The greatest improvements were noted in oral and written communication, reading comprehension, and listening skills. The statistical significance of the differences in learning outcomes between the control and experimental groups confirmed the effectiveness of the integrated approach to teaching with the use of AI. Theoretical significance of the study lies in confirmation of the hypothesis that critical thinking and digital literacy are the key factors of successful AI application in the educational process. The practical significance of the work lies in the development of recommendations for the integration of AI-technologies in teaching foreign languages to non-language students. The results of the study can be used in the process of updating educational programs, providing the growth of the level of students’ language training effectiveness.

The relevance of the research topic is determined by the growing need for the digital transformation of modern education, since it is this condition that makes it possible to effectively develop professional skills in students, including learning foreign languages. Digital technologies are an undeniable assistant in the process of developing communicative abilities, enriching intercultural experience and ensuring easy adaptation of students to new language environment. The aim of the study is to analyze the prospects for using immersive technologies in teaching foreign languages to students of engineering universities. The authors provide a comparative analysis of existing approaches to defining the concept of “immersive technologies”, their classification and didactic potential based on the world experience. The main components of an immersive educational environment and its advantages are presented. The use of immersive technologies in teaching foreign languages is justified. A range of problems related to the implementation of immersive technologies in the teaching practice of Russian universities has been identified. It is concluded that it is necessary to develop methodological support for the successful implementation of immersive technologies in the educational process. The method of surveying teachers of the Department of Foreign Languages helped find out their attitude towards immersive technologies. The theoretical significance of the article is in the detailed development of the main tenets of the immersive approach in education, which, without a doubt, contributes to expanding the knowledge of the teaching community in the field of digital methodology. The practical significance is associated with the prospects of using these technologies in the educational process of universities and the possibility of applying research results to create methodological support for disciplines, including foreign languages. It is in this direction that the team of authors plans to continue their work. The results of the research may be interesting for a wide range of scholars and teachers of foreign languages and can be used when giving courses on topical issues of applied linguistics, as well as methods of teaching foreign languages.