POTENTIAL OF ARTIFICIAL INTELLIGENCE IN TEACHING AND EVALUATING FOREIGN LANGUAGE SPEAKING

Abstract

The article examines the potential of using artificial intelligence in teaching and evaluating students' foreign language speaking skills. Speaking a foreign language is one of the most complex components of communicative competence, requiring constant improvement. In this regard, teachers are in constant search of tools that will facilitate the learning of this competence. Until recently, the range of such tools was quite limited, but with the spread of artificial intelligence in the educational environment, new opportunities have opened up for teaching and evaluating foreign language speaking. In particular, chatbots have great potential for this competence. However, like any tool, chatbots have strengths and weaknesses.

The purpose of the article is to study the advantages and disadvantages of using chatbots for the development and evaluation of foreign language speaking skills of future teachers, and to develop possible ways of implementing AI in the foreign language learning process.

The research methodology involves studying and analyzing scientific publications on the topic, clarifying basic concepts, pedagogical observation, and generalization.

The scientific novelty lies in substantiating the advantages and disadvantages of chatbots and developing possible ways of their implementation in the process of developing and evaluating the foreign language speaking skills of future teachers.

Conclusions. The study found that chatbots have significant advantages for the development and improvement of foreign language speaking skills and their evaluation, including the individualization of learning, practice in communication with constant access, receiving instant feedback, improving pronunciation, lexical and grammatical speaking skills, as well as the development of communicative abilities. The disadvantages of chatbots include data security, prior training of teachers to work with different chatbots, the availability of technical equipment, and consideration of the imperfections of AI. The author concludes that the best use of chatbots by students is implementing it in their individual work or together with human interaction.