Scientific analysis of the productivity of using AI in mastering languages and interpretation
DOI:
https://doi.org/10.56294/mr2025178Keywords:
automatic translation, business English, university English, business English for students, foreign language, professional English, the latest teaching methodAbstract
Modern education has been influenced by digitalization, including artificial intelligence. The impact of AI on foreign language learning and its role in translation is controversial, in particular due to its slow implementation in the educational process. Therefore, the purpose of our study was to determine the level of implementation of artificial intelligence in the educational process in university and to identify the factors that influence its effectiveness in acquiring language competence. To achieve this goal, the following methods were used: bibliographic and analytical, survey, induction, deduction, testing, comparative and statistical with the determination of Student's t-test. The results of the study showed that fourth year students were highly aware of the capabilities of artificial intelligence for automatic translation and automatic text creation. At the same time, the use of artificial intelligence had a negative impact on students' motivation to learn. Another negative aspect was the low level of popularization of the use of programs with artificial intelligence algorithms in universities. After analyzing the test results of students who have completed an English language course using an AI program, it was found that the effectiveness of artificial intelligence increases with the presence of a mentor lecturer. Thus, artificial intelligence systems should be implemented in the educational process of learning foreign languages in cooperation with a mentor lecturer, which will increase their effectiveness and offset the negative impact of artificial intelligence on students' motivation to learn.
References
1. Liu GZ, Fathi J, Rahimi M. Enhancing EFL learners’ intercultural communicative effectiveness through telecollaboration with native and non-native speakers of English. Computer Assisted Language Learning. 2023;38(1-2):97–127. https://doi.org/10.1080/09588221.2022.2164778
2. Chiu TK, Xia Q, Zhou X, Chai CS, Cheng M. A systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence. 2023;4:100118. https://doi.org/10.1016/j.caeai.2022.100118
3. Wang S, Yu H, Hu X, Li J. Participant or spectator? Comprehending the willingness of faculty to use intelligent tutoring systems in the artificial intelligence era. British Journal of Educational Technology. 2020;51(5):1657–73. https://doi.org/10.1111/bjet.12998
4. Holmes W, Tuomi I. State of the art and practice in AI in education. European Journal of Education. 2022;57(4):542–70. https://doi.org/10.1111/ejed.12533
5. Marcus G, Davis E. GPT-3, Bloviator: OpenAI’s language generator has no idea what it’s talking about. Technology Review. 2020;294. https://www.technologyreview.com/2020/08/22/1007539/gpt3-openai-language-generator-artificial-intelligence-ai-opinion/
6. Sharples M. New AI tools that can write student essays require educators to rethink teaching and assessment. Impact of Social Sciences Blog; 2022. https://eprints.lse.ac.uk/116271/1/impactofsocialsciences_2022_05_17_new_ai_tools_that_can_write_student.pdf
7. De la Vall RRF, Araya FG. Exploring the benefits and challenges of AI-language learning tools. International Journal of Social Sciences and Humanities Invention. 2023;10(1):7569–76. https://doi.org/10.18535/ijsshi/v10i01.02
8. Sari N. The role of artificial intelligence (AI) in developing English language learner’s communication skills. Journal on Education. 2023;6(1):750–7. https://core.ac.uk/download/pdf/568058705.pdf
9. Belda-Medina J, Calvo-Ferrer JR. Using chatbots as AI conversational partners in language learning. Applied Sciences. 2022;12(17):8427. https://doi.org/10.3390/app12178427
10. Huang W, Hew KF, Fryer LK. Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning. 2022;38(1):237–57. https://doi.org/10.1111/jcal.12610
11. Ji H, Han I, Ko Y. A systematic review of conversational AI in language education: Focusing on the collaboration with human teachers. Journal of Research on Technology in Education. 2023;55(1):48–63. https://doi.org/10.1080/15391523.2022.2142873
12. Godwin-Jones R. Partnering with AI: Intelligent writing assistance and instructed language learning. Language Learning & Technology. 2022;26(2):5–24. http://doi.org/10125/73474
13. Alabdulkareem A, Alhakbani N, Al-Nafjan A. A systematic review of research on robot-assisted therapy for children with autism. Sensors. 2022;22(3):944. https://doi.org/10.3390/s22030944
14. Barua PD, Vicnesh J, Gururajan R, Oh SL, Palmer E, Azizan MM, et al. Artificial intelligence enabled personalized assistive tools to enhance education of children with neurodevelopmental disorders - a review. International Journal of Environmental Research and Public Health. 2022;19(3):1192. https://doi.org/10.3390/ijerph19031192
15. Dan Z. Ministry removes homework help apps, citing impact on student learning. Global Times; 2021. https://www.globaltimes.cn/page/202112/1241383.shtml
16. Fantinuoli C. Towards AI-enhanced computer-assisted interpreting. In: Interpreting technologies—current and future trends. Amsterdam: John Benjamins; 2023. p. 46–71. https://www.researchgate.net/publication/374738910_Towards_AI-enhanced_computer-assisted_interpreting
17. Mohamed YA, Khanan A, Bashir M, Mohamed AHH, Adiel MA, Elsadig MA. The impact of artificial intelligence on language translation: a review. IEEE Access. 2024;12:25553–79. https://doi.org/10.1109/ACCESS.2024.3366802
18. Amini M, Ravindran L, Lee KF. Implications of using AI in translation studies: Trends, challenges, and future direction. Asian Journal of Research in Education and Social Sciences. 2024;6(1):740–54. https://doi.org/10.55057/ajress.2024.6.1.67
19. Genovese A, Borna S, Gomez-Cabello CA, Haider SA, Prabha S, Forte AJ, et al. Artificial intelligence in clinical settings: a systematic review of its role in language translation and interpretation. Annals of Translational Medicine. 2024;12(6):117. https://doi.org/10.21037/atm-24-162
20. Miao F, Holmes W, Huang R, Zhang H. AI and education: A guide for policymakers. Paris: Unesco Publishing; 2021. https://doi.org/10.54675/PCSP7350
21. Muñoz-Basols J, Neville C, Lafford BA, Godev C. Potentialities of Applied Translation for Language Learning in the Era of Artificial Intelligence. Hispania. 2023;106(2):171–94. https://doi.org/10.1353/hpn.2023.a899427
22. Son JB, Ružić NK, Philpott A. Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning. 2023. https://doi.org/10.1515/jccall-2023-0015
23. Zaghlool ZD, Khasawneh MA. Aligning translation curricula with technological advances; Insights from artificial intelligence researchers and language educators. Studies in Media and Communication. 2023;12(1):58. https://doi.org/10.11114/smc.v12i1.6378
24. Chan CKY, Tsi LH. Will generative AI replace teachers in higher education? A study of teacher and student perceptions. Studies in Educational Evaluation. 2024;83:101395. https://doi.org/10.1016/j.stueduc.2024.101395
25. Moneus AM, Sahari Y. Artificial intelligence and human translation: A contrastive study based on legal texts. Heliyon. 2024;10(6):e28106. https://doi.org/10.1016/j.heliyon.2024.e28106
26. Škobo M, Petričević V. Navigating the challenges and opportunities of literary translation in the age of AI: Striking a balance between human expertise and machine power. Društvene i humanističke studije. 2023;8(2(23)):317–36. https://doi.org/10.51558/2490-3647.2023.8.2.317
27. Wang X, Pang H, Wallace MP, Wang Q, Chen W. Learners’ perceived AI presences in AI-supported language learning: A study of AI as a humanized agent from community of inquiry. Computer Assisted Language Learning. 2024;37(4):814–40. https://doi.org/10.1080/09588221.2022.2056203.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Tetiana Yefymenko , Oksana Boiko, Artur Gudmanian, Volodymyr Pavlov, Alina Velyka (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
