Can generative artificial intelligence act as a mediator in linguistic education?

Importance. The rapid development and integration of AI technologies into the higher education system marks the beginning of one of the largest digital transformations. In the Russian Federation, this process is regulated by a number of state documents that lay the foundations for the digitalization of all spheres of life, including education. In this regard, the pedagogical community is actively exploring the didactic potential of AI, considering it as a tool for personalizing education, automating routine tasks, data analytics, and developing an AI-based educational environment. According to the CEFR, mediation is one of the key professional competencies of a modern foreign language teacher. However, in the context of the active integration of AI into education,

a logical question arises: can generative AI take on the role of mediator? The purpose of the study is to develop a nomenclature of skills in foreign language mediation activities and compare the quality of mediation of a foreign language teacher and generative AI.

Research Methods. Theoretical methods: study and analysis of scientific and educational literature on the integration of AI technologies into the higher education system, the integration of AI technologies into foreign language teaching methods, and the development of mediation skills among pre-service foreign language teachers. Empirical methods: questionnaires to obtain initial data, monitoring the activities of foreign language and AI teachers in the mediation process, conducting a comparative analysis between mediation results.

Definition of Concepts. The key concept in the study is AI mediation.

Results and Discussion. А nomenclature of mediation skills in accordance with three types of mediation is developed. Mediating a text: 1) the skill to carry out oral and written translation; 2) the skill to compress/expand text/speech utterance; 3) the skill to transform text (paraphrase); 4) the skill to adapt text to the target audience; 5) the skill to transcode information (create and interpret infographics); 6) the skill to create bilingual glossaries. Mediating concepts: 7) the skill to formulate a goal and build the logic of a statement; 8) the skill to synthesize information from various sources; 9) the skill to establish causal relationships between new information and existing information; 10) the skill to direct communication participants to find a common solution. Mediating communication: 11) the skill to create a positive atmosphere of communication; 12) the skill to focus attention on the subject of discussion; 13) the skill to manage the group dynamics of communication; 14) the skill to monitor compliance with the ethics of verbal communication; 15) the skill to prevent socio-cultural conflicts; 16) the skill to encourage respect for a communication partner; the skill to choose a mediation strategy in accordance with the format of communication; the skill to resolve professional and interpersonal conflicts; 19) the skill to take responsibility for the outcome of mediation.

Conclusion. The conducted research reveals a clear distribution of strengths between a foreign language teacher and an AI. Generative AI demonstrates indisputable leadership in mediating a text. In mediating concepts, AI acts as the “architect of the text”, in some aspects not inferior, and even superior to the teacher. However, in mediating communication, the teacher has an insurmountable advantage based on human qualities.

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