This paper explores the systematic development of communicative competence in philology students through the strategic integration of artificial intelligence (AI) technologies in higher education. The study is firmly grounded in a competency-based approach, emphasizing the formation of linguistic, sociolinguistic, discourse, and strategic components essential for modern philologists. Artificial intelligence tools are examined not merely as supplementary aids, but as transformative pedagogical instruments that facilitate interactive learning, individualized instruction, and authentic language practice. The paper provides an in-depth discussion of the linguodidactic principles underlying the implementation of AI-driven platforms in English language teaching, highlighting their potential to foster both academic and professional communication skills. By analyzing specific platforms and digital tools, the findings suggest that the integration of AI contributes to a more dynamic, adaptive, and student-centered educational environment. Ultimately, this approach supports the comprehensive development of communicative competence, preparing students for the complexities of global professional discourse in the digital age.
| Mualliflar | Редактор, Главный |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2026-03-06 |
| Jild | 2 |
| Son | 1 |
| Betlar | 371-379 |
| Til | Ingliz |
Artificial intelligence (AI), platforms, interactive learning, modern information technologies, formation and developing of communicative competence, chatbots, Grammarly, Orai
Among adult ESL students, this research considers the amount of independent pronunciation practice, learner motivation, the role of corrective feedback, and whether pronunciation is taught as a separate part. Surveying…
This article analyzes the methodology for developing oral speech skills through game-based learning technology in English lessons, based on 5–6 grade students. Developing communicative competence at the middle school…
This article addresses the challenge of balancing teacher guidance and learner autonomy in modern foreign language education. While traditional approaches often prioritize structured instruction and teacher control…
Digital assessment has become a central component of higher education due to technological advancements, expanding online learning environments, and data-driven instructional models. This article examines the conceptual…
This article examines listening as a fundamental yet often underestimated component of effective communication and language learning. Moving beyond the traditional view of listening as a passive activity, it presents…
Reading comprehension is considered to be an important part of foreign language proficiency and scholastic achievement. At the same time, it is often observed that EFL school students face difficulties in extracting the…
The article contends that, in simultaneous interpreting, the most dependable lever for maintaining both output quality and process stability is robust listening comprehension, not sheer articulatory fluency. In live…
This article is devoted to modern approaches to teaching Modern Greek as a second foreign language to university students. The Lexical Approach, the cognitive-discursive approach, Task-Based Learning, and Blended…
Pragmatic competence represents a crucial dimension of communicative competence, encompassing learners’ ability to use language appropriately across sociocultural contexts. In English as a Foreign Language (EFL)…
This article is devoted to modern approaches to teaching Dutch as a second foreign language to university students. The communicative approach, task-based learning, the dynamic (usage-based) approach, and content and…