Ключевые слова

2658-4034

2782-3563

Russian Journal of Education and Psychology

Science and Innovation Center Publishing House

10.12731/2658-4034-2025-16-6-1011

JMUJCP

https://rjep.ru/jour/index.php/rjep/article/view/1011

Исследование использования ИИ-инструментов и приобретения языка в иностранном языковом образовании

Research on AI tool usage and language acquisition in foreign language education

Пань

Лиин

Пань

Лиин

Pan

Liying

panliying@mail.ru

0009-0006-7547-5803

Российский университет дружбы народов им. Патриса Лумумбы (Москва, Российская Федерация) Peoples’ Friendship University of Russia Named after Patrice Lumumba (Moscow, Russian Federation)

30 12 2025

16 6 340 361 01 10 2025 01 11 2025 24 10 2025

2025

Лиин Пань

Liying Pan

CC BY-NC-ND 4.0

https://rjep.ru/jour/index.php/rjep/article/view/1011

Обоснование. С глубокой интеграцией различных инструментов искусственного интеллекта, среди которых выделяются ChatGPT и Grammarly, в высшем иностранном языковомобразовании наступает ключевой период трансформации педагогических моделей,которая направлена оттехнической поддержки к интеллектуальной интеграции. Благодаря предоставлению своевременной обратной связии индивидуального консультирования эти инструменты постепенно становятся важным вспомогательным средствомдля преподавателей и студентов при проведении письменных работ, тренировок устнойречи, а также организации индивидуализированного самостоятельного обучения Цель.Врамках модели технологического принятия и теории усвоения второго языка исследоватьвлияние характера использования инструментов ИИ (частоты, сценариев, целей) на эффективностьовладения иностранным языком, с акцентом на проверку ключевой опосредующей роли “воспринимаемой полезности” и “воспринимаемой простоты использования”. Материалы и методы.Для проведения исследования двух групп, а именно студентов и преподавателейиностранных языков в высших учебных заведениях, используются методы анкетирования ианализа научной литературы; особое внимание уделяется анализу характеристик поведения прииспользовании инструментов искусственного интеллекта, уровня принятия этих технологий, а такжесвязи указанных факторов с субъективно воспринимаемыми результатами изучения иностранного языка (или педагогической деятельности). Результаты.Результаты исследования показывают, что целенаправленное ичастое использование инструментов искусственного интеллекта усиливает у обучающихсявоспринимаемую полезностьэтих технологий;такое признание их ценностив конечном итоге трансформируетсяв значительный прогресс в языковых компетенциях.Однакосуществует и риск,что чрезмерная зависимость от искусственного интеллекта может подорвать самостоятельность обучающихся,поэтому следует сосредоточиться на изучении его долгосрочного влияния на развитиевысших форм мышления, таких как критическое и инновационное.

Background. With various AI tools represented by ChatGPT and Grammarly deeply integrated into higher foreign language education, the teaching models of this field have entered a critical period of transformation from technical assistance to intelligent integration. Through timely feedback and personalized guidance, these tools are gradually becoming important aids for teachers and students in the conduct of writing tasks, oral practice, and personalized independent study. The purpose is to employ the Technology Acceptance Model and Second Language Acquisition theories to examine how AI tool usage behaviors, such as frequency, scenarios and purposes, affect foreign language acquisition outcomes, with particular emphasis on testing the mediating roles of perceived usefulness and perceived ease of use. Materials and methods. To investigate two distinct groups, i.e., university foreign language students and teachers, this research employs questionnaire surveys and documentary analysis to examine their AI tool usage behaviors, technology acceptance levels, and the relationships between these factors and self-perceived effectiveness in language acquisition or teaching. Results. Survey results indicate that purposeful and high-frequency use of AI tools enhances learners’ perceived usefulness of these technologies, and this value recognition ultimately translates into significant progress in language proficiency. While this study confirms these benefits, it also highlights the risk of excessive dependence on AI undermining learning autonomy. Future research should therefore focus on investigating the long-term impact of AI tools on the development of learners’ higher-order thinking skills, including critical thinking and innovative capacities.

Ключевые слова искусственный интеллект обучение иностранному языку поведение пользователей ИИ овладение вторым языком принятие технологий ИИ

Keywords artificial intelligence foreign language education AI user behavior AI technology acceptance second language acquisition

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