ARTIFICIAL INTELLIGENCE AS A MEANS OF PERSONALIZING THE DEVELOPMENT OF ENGLISH LEXICAL SPEAKING SKILLS IN BLENDED LEARNING FOR STUDENTS MAJORING IN «SECONDARY EDUCATION»

Abstract

The purpose of the paper is to theoretically substantiate and demonstrate the practical potential of artificial intelligence technologies as a means of personalizing the development of English lexical speaking skills among future teachers majoring in «Secondary Education» within a blended learning environment.

The research methodology draws on theoretical methods: analysis of scholarly and methodological literature, systematization, and generalization of experience in AI integration in foreign language education.

The scientific novelty of the study lies in the substantiation and practical implementation of a personalized approach to developing English lexical speaking skills in students of pedagogical specialties through the use of AI tools in blended learning. The paper proposes a methodology that combines traditional communicative-oriented principles with the adaptive capabilities of generative AI models, including ChatGPT, Claude, ELSA Speak, and Talkpal, as well as the TPACK and SAMR theoretical frameworks.

The conclusions suggest, on the basis of theoretical analysis, that the purposeful integration of AI tools into the development of lexical speaking skills among students majoring in «Secondary Education» within a blended learning environment holds well-grounded potential to foster learner motivation, reduce communicative anxiety, and improve active vocabulary. Empirical verification of these effects is proposed as a direction for further research. The proposed methodological recommendations may be applied in the professional training of future foreign language teachers in higher education institutions.