Regulating the use of generative artificial intelligence by students when writing research papers on foreign language teaching methods

Importance. The widespread use of artificial intelligence (AI) plagiarism in the academic environment and the lack of federal regulatory legal acts establishing the scope and degree of legal use by undergraduate, graduate and post-graduate students of feedback materials from generative artificial intelligence tools in research determine the urgent need for universities to develop appropriate regulations. Considering the specifics of each individual field of study or specialty, such regulations should include two main components: a) universal, i.e. invariant for students regardless of research field; b) highly specialized, reflecting the specifics of a particular field of study or specialty. The purpose of this study is to develop a list of research tasks solved by students and graduate students in foreign language teaching methods field, and to illustrate the solution of these tasks with examples of feedback from generative AI.

Materials and Methods. The research is based on the analysis of scientific literature dealing with the issues of teaching a foreign language based on technological solutions based on artificial intelligence, the problem of determining the didactic and linguodidactic potential of artificial intelligence, as well as the development of regulatory documents regulating the use of artificial intelligence in educational and research work. The results of experimental training on the implementation of regulations for the use of generative artificial intelligence tools by students in the preparation of texts of final qualifying papers, monitoring students for their use of AI-based technological solutions for research purposes, conversations and generalization of the experience of managers of final qualifying works of undergraduate and graduate students are discussed. The research materials used were technological solutions based on artificial intelligence, which have the potential to be used in the performance of final qualifying works.

Results and Discussion. A list of universal and highly specialized research tasks has been developed that students and post-graduates can solve using the means of generative artificial intelligence. Universal research tasks include: formulation of topics, problems, aims and objectives of research; research plan development; research materials’ search and selection; quantitative processing of empirical research data; data visualization; making a list of sources; reviewing the text and providing corrective feedback; text editing. The narrow-profile research tasks in foreign language teaching methods field include: the development of step-by-step methods for the formation of phonetic and lexico-grammatical skills, oral and written foreign language interaction skills; creative writing skills development (essays); the creation and use of author’s corpus of texts for professional purposes; lesson plans’ preparation, training exercises, communication tasks, cases; processing and analysis of language material. The paper provides specific examples of solving these problems.

Conclusion. A list of universal and narrow-profile research tasks solved by students and graduate students in foreign language teaching methods field in the course of research work has been developed. The results obtained can serve as an example of detailed regulations for the use of generative artificial intelligence tools by students of a specific field of study or specialty in their research work.

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