Keywords: Artificial intelligence, language learning, higher education, feedback, foreign language, AI tools, language skills, learning platforms
A lot of works nowadays analyze the prospects for the use of artificial intelligence (AI) in education. The experience of implementing AI in the educational systems of advanced countries, such as the USA, Great Britain, and Singapore, and the Ukrainian context are considered with reference to the research of the National Academy of Pedagogical Sciences of Ukraine, in particular the Institute of Pedagogy. The emphasis is on the key advantages, challenges, and ethical aspects of using AI in the educational process. The need for gradual and responsible integration of innovative technologies into the Ukrainian educational system is focused [1, p.1].
AI tools have become increasingly popular in recent years as a means of helping students improve the process of learning foreign languages. Artificial intelligence–based platforms offer a range of functions designed to enhance language skills. One of the main advantages of these tools is that they provide students with the opportunity to practice speaking and listening with native speakers or virtual interlocutors, which helps improve pronunciation, intonation, and fluency in a supportive, low-stress environment. Feedback is generated in real time, allowing students to quickly and effectively correct their mistakes and further develop their language skills [2, p. 46].
Digital technologies are nowadays used in all spheres of life, including education, where they help both students and teachers achieve the best results in the learning process. One of the most rapidly developing areas in the field of computer technologies is artificial intelligence. The use of artificial intelligence methods in education makes it possible to improve the learning process, including the teaching of foreign languages. To assess the prospects for using these methods in pedagogical practice, it is necessary to study their implementation in the educational process, identify new pedagogical and information-technology solutions, analyze their impact on the effectiveness of developing competencies stipulated by higher education standards, determine their advantages and disadvantages, and attempt to minimize the latter. [3, p.1]
The learning process supported by artificial intelligence is more engaging and productive for students, as it is carried out in an interactive format. Algorithms that take into account many factors (such as the learner’s initial level of knowledge, previous experience, quality of information perception, ability to assimilate material, and others) make it possible to adapt learning content to a specific individual. Based on these factors, different learning formats can also be selected, either standard and familiar to the student or more creative and interactive. While learning a foreign language, artificial intelligence can perform comprehensive analytics of numerous processes, e.g. selecting a teacher, choosing specific tasks, checking assignments, and organizing repeated practice of those tasks with which the student did not cope.
This increases the intensity of the learning process, provides instant feedback, encourages active cognitive engagement, stimulates intellectual abilities, and involves passive students in learning. The use of artificial intelligence makes it possible to develop abstract and logical thinking, promote individualized learning, and enhance the intensity of education through independent work with digital resources. All these aspects raise students’ motivation to learn and engage them in active participation in the process of acquiring a foreign language [2, p. 135].
The use of artificial intelligence in teaching foreign languages in higher education institutions is ever growing. AI helps in automating routine tasks in learning, improving language competence, increasing vocabulary, improving pronunciation and learning to freely implement acquired speech skills in various situations. Various research methods, including experimental projects, surveys, case studies, generalization and systematization of scientific sources with elements of theoretical analysis and synthesis are used for integrating artificial intelligence and teachers' original methods. Speech recognition, translation, support for learning vocabulary and grammar, and the creation of interactive exercises and tests for students are of great help. All these aspects contribute to the growth of motivation for learning and active participation of students in the process of mastering a foreign language [2, p. 135].
Some works, consider examples of artificial intelligence platforms, for example, MagicSchool.ai. It provides support, sparks creativity, and improve student learning outcomes [4, p.1]. Another platform, Twee, [5, p.1] creates lesson materials tailored to students’ proficiency levels. It is effortless and fast. It just needs to paste a topic, link, or list of words, and Twee instantly generates texts, dialogues, fill-in-the-gap exercises, closed and open questions, writing prompts, and more, all appropriate for the chosen level (A1-C2). These platforms are designed to optimize the teacher's workload, improve communication and support special educational needs. The tools offered on the platforms significantly improve students' skills in foreign language proficiency, while providing teachers with the opportunity to optimize their work and accelerate the learning process; they also help in planning lessons, assessing students, and creating individual curricula.
It means that the use of artificial intelligence capabilities in foreign language classes in higher education opens up new horizons for teaching and learning. It makes classes more dynamic, interesting due to information visualization, interactive exercises and game elements. It stimulates students' cognitive functions, developing memory, attention, logical and abstract thinking. Though, AI cannot completely replace the human factor in language learning, because it is not endowed with empathy, cannot provide emotional support, and cannot establish personal contact with each person. So, AI cannot completely replace deep learning and skills that can be obtained through working with teachers and traditional teaching methods.
Based on recent 2026 data, there is no single, undisputed #1 AI platform, as top choices vary by use case. However, several platforms are recognized leaders in their specific categories:
Best All-Purpose AI: ChatGPT is widely considered the top choice for general brainstorming, writing, and logic-based tasks.
Best for Real-Time Research: Perplexity is ranked #1 for accuracy, citation, and real-time information retrieval.
Best for Complex Workflows & Agents: Lindy is highlighted as a top choice for automating workflows with custom AI agents, while Dify is a leader for agentic application development.
Best for Marketing Content: Jasper is preferred for brand-consistent marketing content.
Best AI Video Generator: Synthesia is the leading platform for creating AI avatar videos.
Other top-rated specialized platforms in 2026 include Cursor for oding, Midjourney for image generation, and Grammarly for writing assistance [6, p.1].
References:
1. https://lib.iitta.gov.ua/id/eprint/745659/ Conference or Workshop Item (Paper) Данко, А. (orcid.org/0000-0001-9551-4327) (2025) Prospects for the use of artificial intelligence in secondary education: international experience and the Ukrainian context In: Штучний інтелект як чинник розвитку трансверсальних компетентностей сучасної молоді, 21 квітня - 23 травня 2025 р., м. Люблін, Польща. (Unpublished)
2. Zhukevich, I., & Spiricheva, O. Transformation of language learning: Artificial intelligence as a tool for developing students’ language skills. International Science Journal of Education & Linguistics. Vol. 3, No. 3, 2024, pp. 45-55. doi: 10.46299/j.isjel.20240303.06.
3. I.Yaremenko, Dnipro University of Technology PROSPECTS FOR THE USE OF ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE CLASSES Світ наукових досліджень, випуск 48, секція 9 матеріали міжнародної мультидисциплінарної наукової інтернет-конференції. (Тернопіль-Ополе, 13.01.2026). https://www.economy-confer.com.ua/full-article/6653/ .
4. The #1 AI platform for Di - Platform for teachers https://www.google.com/search?q=The+%231+AI+platform+for+Di&rlz=1C1GCEA_enUA889UA889&oq=The+%231+AI+ platform+for+Di&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIHCAEQIRigATIHCAIQIRigATIHCAM QIRigAdIBCDQ2MzhqMGo3qAIIsAIB8QUEmo9reW4lVvEFBJqPa3luJVY&sourceid=chrome&ie =UTF-8
5. https://twee.com/ Platform for teachers
6.https://www.google.com/search?q=The+%231+AI+platform+for+Di&rlz=1C1GCEA_enUA889UA889&oq=The+%231+AI+ platform+for+Di&gs_lcrp=EgZjaHJvb
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