Foreign language presentation competence and AI technology: opportunities, problems and challenges

Importance. The development of key contextual, cross-contextual and existential competencies of employees, which include digital and presentation competencies, ensures the quality of human capital. The aim of the study is to investigate the possibilities of AI for the formation of presentation competence of adults with different levels of foreign language proficiency, as well as to analyze data on students’ real-life experience of using AI applications.

Materials and methods. General scientific and special methods were used: observation, formalized questionnaire survey with open and closed-ended questions, comparative analysis, expert evaluation.

Results and Discussion. It has been proved that the use of AI provides positive statistically significant dynamics of development of presentation competence of students with different levels of proficiency in the cognitive (basic level Δx̄ = 1.9, ΔМ_о = 2; intermediate – Δx̄ = 1.6, ΔМ_о = 2; advanced level Δx̄ = 1.5, ΔМ_о = 2) and communicative components (basic level Δx̄ = 1.3, ΔМ_о = 1; intermediate and advanced levels Δx̄ = 0.8, ΔМ_о = 1). At the same time, neither in the experimental nor in the control groups there was no significant increase in the dynamics of the digital component development among students of all three levels of proficiency in the language. The main functions, advantages, and disadvantages of AI for creating presentations in the subjective evaluation of students are revealed. The necessity of further development of students’ critical thinking, especially with intermediate and basic level of foreign language proficiency, is established.

Conclusion. A conclusion is made about the effectiveness of using AI for the formation of foreign language presentation competence. Further research is aimed at developing an integrated approach to teaching foreign language in higher education with the use of AI, considering the identified limitations.

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