employee
Russian Federation
employee
Russian Federation
student
Russian Federation
student
Russian Federation
student
Russian Federation
In this work, the authors examine the issue of expanding the linguodidactic functions of a foreign language teacher when using artificial intelligence-based tools for educational purposes. The authors consider digital platforms based on artificial intelligence for teaching a foreign language. A brief description of the tools and their functionality is given. A number of criteria for evaluating each of the tools are proposed. A comparative analysis of the tools conducted by the authors showed that each of them has both strengths and weaknesses. Based on the characteristics of the digital platforms, the authors have identified five linguodidactic functions that a foreign language teacher needs when working with artificial intelligence-based tools: diagnostic, motivational, analytical, methodological, and corrective. The implementation of linguodidactic functions will allow the teacher to use the platforms in a complex and compensate for their shortcomings, which will help to increase the effectiveness of foreign language teaching.
linguodidactic functions, artificial intelligence, learning tools, foreign language learning platforms, speech activity types, lexical-grammatical skills
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