Planning a foreign language lesson using generative artificial intelligence technologies

Importance. The widespread use of generative artificial intelligence technologies has an impact on all stages of pedagogical activity, including the planning stage. Taking into account the language teaching features of artificial intelligence technologies, such as generativity and the ability to personalize the curriculum, it is necessary to note a significant increase in educational motivation when teaching a foreign language. This circumstance also explains the active surge in the use of generative artificial intelligence technologies by students when preparing homework or preparing for classroom classes. On the part of a foreign language teacher, there is a slightly different picture due to the lack of advanced training courses on the use of modern means of teaching a foreign language or a banal reluctance to learn something new, allowing to depart from traditional teaching methods. The purpose of this study is to determine the suitability of generative artificial intelligence technologies for pedagogical planning of a foreign language lesson.

Research Methods. At the first stage, in order to conduct research to identify the effectiveness of the use of generative artificial intelligence technologies in planning a foreign language lesson, the following theoretical methods are used: the study and analysis of academic and educational literature on the integration of modern technologies into foreign languages teaching methods, comparison and synthesis of the studied information. The second stage involves the use of empirical research methods: observation, description, survey and content analysis, which allows us to study the suitability of generative intelligence technologies for pedagogical planning in preparation for foreign language classes.

Definition of Concepts. The main concepts in this study are “curriculum”, “scenario of an educational lesson”, “pedagogical planning”, “technologies of generative artificial intelligence”.

Results and Discussion. The conducted survey among students has revealed statistical data on the basis of which the suitability of a certain type of generative artificial intelligence technologies is determined when planning a foreign language lesson. Based on the analysis of the generated scenario, the advantages and disadvantages of these technologies are identified. The advantages include: a) the development of creative abilities; b) access to authentic materials; c) increased visibility and visualization of learning; d) the development of interdisciplinary skills; e) the efficiency of monitoring the achievements of students. Possible problems in planning the learning process using generative artificial intelligence technologies include: a) low level of ICT competence; b) low level of teaching methods competence; c) generativity as a language teaching property of artificial intelligence technologies; d) limited functionality of technologies and narrowly focused application in practice.

Conclusion. The use of generative artificial intelligence technologies when planning a foreign language lesson allows to create a basis or template blanks of a curriculum or a scenario of an educational lesson, which subsequently acquire teaching methods components with the direct participation of a teacher. The results obtained in the course of the study can be used in foreign language teaching methods using generative artificial intelligence technologies. 

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