Teaching students dialogic speech through communication with chatbots based on artificial intelligence

Importance. Dynamically developing artificial intelligence technologies and the emergence of a large number of neural network tools reinforce the need to create new methods of teaching foreign languages in the process of studying special disciplines. Despite a significant amount of work devoted to the use of artificial intelligence tools in teaching foreign languages to students, only some scientists have considered the possibility of integrating neural networks into teaching foreignlanguage dialogic speech. The purpose of the research is to develop a methodology for teaching students in non-linguistic areas of written dialogic speech through communication with AI-based chatbots.

Materials and Methods. Students (N = 82) of Orel State University named after I.S. Turgenev 43.03.02 “Tourism”, 43.03.01 “Service”, 43.03.03 “Hotel business” and 44.03.04 “Professional training” (by industry) took part in this approbation. As part of the research, the author’s methodology for teaching students written dialogic speech through communication with chatbots based on artificial intelligence is developed, consisting of six stages: 1) the formative stage; 2) goal setting; 3) familiarization with artificial intelligence tools; 4) practice with a real interlocutor; 5) practice with an artificial intelligence tool; and 6) discussion and reflection.

Results and Discussion. During the analysis of the research results, it is revealed that the author’s method of teaching students of non-linguistic areas of dialogic speech through communication with chatbots based on artificial intelligence is especially effective in mastering students’ skills: “responding to an interlocutor’s request” (t = 14.92 at p = 0.001) and “reformulating thoughts in other words” (t = 12.67 at p = 0.001). When students mastered the skills to ask questions (t = 7.9 at p = 0.001) and formulate conclusions (t = 7.9 at p = 0.001), the difference with the traditional method is insignificant.

Conclusion. In this study, the novelty is determined by the author’s methodology development for teaching students non-linguistic areas of dialogic speech through communication with chatbots based on artificial intelligence. The algorithm has been tested on students in the fields of 43.03.02 “Tourism”, 43.03.01 “Service”, 43.03.03 “Hospitality”, and 44.03.04 “Professional training” (by industry) and has proven its effectiveness, which may further serve as a prospect for using the methodology in other areas and in teaching oral dialogic speech using voice chatbots.

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