Evaluating the efficacy of AI-powered language assistants in higher education
Дата
2026
Науковий керівник
Назва журналу
Номер ISSN
Назва тому
Видавець
Видавнича група «Наукові перспективи»
Анотація
This article provides a comprehensive evaluation of the transformative efficacy and strategic integration of AI-powered language assistants within the landscape of higher education, specifically advocating for their role in English as a Foreign Language (EFL) instruction. Drawing on empirical evidence and recent longitudinal studies, the research demonstrates that AI-mediated tools facilitate significant advancements across multiple linguistic domains, including grammatical precision, lexical acquisition, and oral fluency. A primary focus is placed on the superior outcomes observed in scholarly writing, where Large Language Model (LLM)-based tutoring provides the disciplinespecific terminology and complex syntactical scaffolding required for high-stakes academic discourse. By offering immediate, formative feedback and highly personalized learning pathways, these technologies effectively lower the "affective filter," thereby reducing communicative anxiety and fostering a sense of learner autonomy. Furthermore, the analysis explores the profound "pedagogical metamorphosis" of educators, who are increasingly transitioning from traditional knowledge transmitters to innovative learning designers. This shift is enabled by the automation of routine instructional and administrative tasks such as diagnostic grading and content generation allowing faculty to prioritize higher-order engagement, including critical discourse analysis and socio-cultural mentorship. However, the study also critically addresses the socio-technical risks inherent in this transition, specifically documenting the potential for algorithmic bias and "linguistic chauvinism" to marginalize nonstandard dialects or perpetuate cultural stereotypes. To mitigate these systemic risks, the article proposes a synthetic pedagogical framework rooted in "process-basedgrading" and interdisciplinary neuro-educational insights that align AI interventions with individual cognitive profiles and neural processing speeds. Ultimately, the study concludes that the true efficacy of AI-powered assistants lies not in the replacement of human instruction, but in their capacity to act as a sophisticated, responsive scaffold. By bridging the "literacy gap" for diverse student populations, these tools transform the language learner into an empowered, selfregulated scholar capable of navigating the complexities of a globalized academic environment with both technical proficiency and authentic human expression.
Опис
Ключові слова
generative AI, computer-assisted language learning, personalized instruction, second language acquisition, instructional design, process-based assessment, formative feedback, генеративний ШІ, комп'ютеризоване навчання мов, персоналізоване навчання, засвоєння другої мови, педагогічне проектування, оцінювання орієнтоване на процес, формувальний зворотний зв'язок
Бібліографічний опис
Zhukevych, I. Evaluating the efficacy of AI-powered language assistants in higher education / Zhukevych I., Biriukova N., Novikova I. // Перспективи та інновації науки. - 2026. - № 3 (61). - С. 122-132. - Бібліогр.: 13 назв.