POSSIBILITIES OF ARTIFICIAL INTELLIGENCE IN TEACHING SCIENTIFIC COMMUNICATION IN ENGLISH TO MASTERS' STUDENTS

Abstract

The article analyses the possibilities of using artificial intelligence tools to improve academic English as a means of scientific communication among masters’ students. The authors examine the key areas of AI application - text generation, automated proofreading, stylistic editing and adaptive learning - in the context of developing argumentative, stylistic and cognitive competences. Particular attention is paid to didactic strategies for integrating AI tools into the educational process, including project-based and problem-based learning.

The article aims to substantiate potential of artificial intelligence in teaching academic English and determine the conditions for its effective and ethically balanced use in preparing masters’ students for research.

The research methodology is based on an interdisciplinary approach, including the analysis of scientific publications, methods of intellectual support for learning (ICALL), pedagogical observations and the study of the experience of implementing AI in educational practice. Both theoretical methods of systematising educational practices and elements of an empirical approach - analysis of educational outcomes using digital tools – are used.

The scientific novelty lies in its systematic consideration of the role of generative AI in enhancing learners' academic communication capacity and in its identification of pedagogical conditions for the effective integration of such tools into the process of learning academic English.

Conclusions. AI tools open new opportunities for improving scientific writing and developing students' reflection and academic independence. At the same time, their effective use is possible only if methodological support is provided, a critical attitude to the generated content is formed, ethical standards are observed, and clear goals of the educational process are set. The article emphasises the importance of preparing teachers to work with AI and the need to create regulatory and methodological support for integrating intelligent technologies into teaching scientific communication in English.