Empowering English distance education through cutting-edge ai technology



Digital pedagogy is a theoretical and applied research area related to the task of building a digital economy and a digital society, as well as pedagogical activities aimed at introducing various kinds of digital technologies into the educational process. Intelligent systems have become the latest vector of digital pedagogy. Effective implementation of the concept of digital pedagogy based on intelligent tools requires following the principles of organizing the educational process: choosing effective pedagogical technologies, providing software, technical and instrumental infrastructure, ensuring the qualifications of performers, legal and software training of a new type. Among the promising AI technologies, researchers identify chatbots, voice assistants, special mobile applications, personalized English learning tools as virtual tutors, personalized textbooks and applications, platforms for personalizing educational programs using adaptive learning algorithms.

Keywords: English, distance learning, artificial intelligence, digital pedagogy, chat-bot, digital competences, technology.

Modern pedagogical science is undergoing a phase of radical transformation: research is being conducted on various aspects of applied pedagogy, the search for optimal vectors of interdisciplinary knowledge formation is underway, educational standards are being modernized, new teaching methods are being developed, and lists of professional competences are being updated. To a large extent, these informational processes are driven by the “digitization” of pedagogical activities and the emergence of computational tools, later evolving into computer-based tools, and eventually into an intellectual toolkit for teaching and learning.

The new digital approach to organizing pedagogical activities involves the widespread integration of information and communication technologies, which significantly transform the process of acquiring new knowledge [4, p.85]. The technologization of educational institutions has led to the proliferation of a new concept of digital pedagogy, also known as cybergogy, digital learning, online pedagogy, hybrid pedagogy, and so on [1;2;4;7, and others]. Following V. I. Toktarova, digital pedagogy can be defined as a theoretical and applied research direction related to “the task of building a digital economy and digital society”, as well as an actual pedagogical activity based on the implementation of various digital technologies to ensure a higher quality of educational services [9, p.476].

Up to this point, digital pedagogy has not only enabled learners to acquire new material from virtual sources but had fundamentally altered the approach to understanding the essence and purpose of education. Traditionally, education was understood as an extended and “fixed” (i.e. regulated and prescribed) classroom learning process in official educational institutions, carried out under the auspices of relevant sectoral authorities and governmental bodies. In other words, the term “education” was primarily associated with formal education. In the digital era, as noted by E. V. Vovk and A. A. Suprun education is understood more broadly — as the process of transmitting and acquiring knowledge, and developing new skills and abilities through various forms of educational and non-educational tools [4, p.84]. Undoubtedly, today, a government educational institution cannot be seen as the sole possible and acceptable place to obtain an education. Concepts such as distance learning, asynchronous learning, and blended learning have become popular. In addition, commercial educational structures have expanded, and the concept of lifetime learning is gaining relevance.

As noted above, digital pedagogy is evolving along the trajectory of “computing machines-computers-artificial intelligence”. The intellectualization of pedagogy represents the current and perhaps final phase of the “digitization” of pedagogical systems. At present, many domestic educational institutions — schools, universities, and educational courses — have effectively tested and implemented computer-based tools into practice.

However, discussing the implementation of artificial intelligent systems in the national context is not yet applicable. Nevertheless, the merits of artificial intelligence have already been acknowledged by experts in various domains — including medicine, art, and information technology sphere. Artificial intelligence is employed to address numerous complex applied tasks, and the demand for such solutions is expected the increase significantly [6, p.37].

The advantages and disadvantageous of artificially intelligent systems and algorithms for learning and self-learning have long been discussed within the pedagogical sphere. According to T. A. Zemlyakova and V. D. Zemlyakov, it’s difficult to imagine the educational process of foreign language learning without the utilization of artificial intelligence. In the authors’ view, the incorporation of intelligent tools should not entail a complete shift to autonomous learning or distance learning. On the contrary, an optimal approach appears to be a combination of traditional forms of instruction and learning with the use of computer technologies [5, p.128].

The effective implementation of the “intelligent pedagogy” concept, like any other, necessitates adhering to clear principles and systematic organization from educational institution leaders, methodologists, and educators. For intelligent systems to truly benefit learners, the following substantive and organizational requirements need to be met (Table1):

Table 1. Substantive-organizational requirements for implementing intelligent pedagogical toolkit

Note: source — personal original work

Requirement	Content
Selection of effective pedagogical technologies	– The selection and implementation of intelligent technologies should be determined by the specific discipline, context, activity type, educational objectives, and outcomes. – When choosing, preference should be given to tools and technologies that can be integrated into modern didactic paradigms and doctrines such as interactive learning, competency-based approach, accountability and measurability of learning outcomes, etc.
Provision of technical and instrumental infrastructure	– All systems and applications based on artificial intelligence technology require high-speed internet access. – Employees are needed to ensure uninterrupted system operation; having “digital” departments and laboratories within the institution would be beneficial, among other things. – Establishing feedback channels with students is necessary; furthermore, implementing proctoring technologies to prevent cheating during online sessions, utilizing technology to analyze students’ digital footprint (digital attendance tracking), and monitoring both group and individual progress is also required.
Regulatory and legal framework, as well as software support for the new type of education	– Adoption of internal department and nationwide regulatory acts (NPA) that govern new mechanisms of implementing the educational process. – Integration of the new type of sessions into the educational institution’s curriculum.
Ensuring the qualification of personnel	– Ensuring a level of qualification among the scientific and pedagogical team that will be sufficient for the full implementation of intelligent educational systems and digital pedagogy technologies. – Developing the digital competencies of educators in the conceptual foundations of artificial intelligence, neural networks, their types, and functions. – Educators and instructional designers are required who can develop and implement digital educational content.

Let’s consider the main directors for using artificial intelligence in remote English language learning. It’s important to note the potential use of intelligent resources was not originally designed for educational purposes. In reality, intelligent systems have been assisting humans in expressing their thoughts correctly in their native or foreign languages for quite some time. For instance, platforms like Google Translate and text editors like Microsoft Word feature built-in intelligent spell-checkers that highlight incorrect words, grammatical structures, and punctuation errors. There have also been instances of using voice-guided navigation systems like Google Maps for learning topics such as “Road Traffic”, “Asking for Directions”. and “City Environment”. A voice-guided assistant helps learners practice using phrases and vocabulary like turn right/left, cross the street, next to, go straight ahead, opposite to, and roundabout in real-life situations.

One of the most debated technological innovations in recent years has been chatbots. Currently, interacting with a chatbot is practically “indistinguishable from conversing with an educated individual with a good sense of humor” [11, p.90]. A chatbot is a computer program that simulates real dialogue with a virtual interlocutor through embedded artificial intelligence [3, p.92]. Chatbots can ask questions, and respond with voice or text messages based on a predefined algorithm. The modern global practice of teaching the English language in higher education using chatbots has limited empirically proven evidence of their effectiveness, but most authors still speculate on their significant potential [7, p.94]. The essence of using chatbots in English language education can be described as follows: learners engage in conversations with the bots and learn foreign language communication that closely resembles real-life interaction. It’s also worth considering that the majority of existing chatbots are, by nature, native English speakers as they have been developed by specialists from the USA and other English-speaking countries. Consequently, one can hear authentic but automatically generated English speech.

If the task is correctly formulated at the beginning of the conversation, a bot can not only engage in discussions with students on various topics but also simultaneously assess their language skills, and correct errors, and inaccuracies. In addition to the widely discussed ChatGPT, other chatbots like A. L. I. C. E., Mitsuku, Splotchy, Cleverbot, Existor, Elbot, and iGod can also be mentioned.

With the advancement of artificial intelligence systems and their deeper integration into educational systems, specialized chatbots have been developed specifically for English language learning. As illustrative examples, we can mention BookBuddy, Sammy, colMOOC, and StudBot. The functions of these language bots include overcoming communicative barriers, expanding vocabulary, and experimenting with new grammatical and syntactic structures in a live communication context.

In addition to chatbots, personalized English language learning tools such as virtual tutors [12], personalized textbooks and applications [13], and platforms for personalizing educational programs using adaptive learning algorithms [14] is gaining popularity. As mentioned earlier, students learn differently, at different times, with varying motivation and pace. Consequently, it should not be expected that the use of the same traditional or electronic textbook will be effective for all types of learners.

Artificial intelligence is capable of conducting initial language proficiency level diagnostics, identifying preferences and learning goals, and based on this information, creating a learning plan (similar to how the popular service Duolingo operates). During the course, the system can assess the speed and quality of progress, adapt to individual needs, focus on challenging areas, and provide necessary study materials.

Indeed, there are comprehensive platforms for individualized remote English language learning like Knewton. Such platforms can certainly be utilized by educators in Russian universities as well. Their interface allows uploading custom educational programs into the artificial intelligence system, which then generates textbooks tailored to the specific educational institution, course, or even student group.

The phonetic aspect of language traditionally receives less attention in the context of remote English language courses. Additionally, when integrating intelligent systems into programs, the importance of phonetics is often overlooked, with a mistaken belief that machine intelligence can only be applied to developing lexical and grammatical aspects of written foreign language. However, artificial intelligence has been operating successfully in the auditory dimension for quite some time.

Working with the phonetic aspect of language can involve the use of voice assistants, where communication resembles a chatbot, but in a spoken form [10, p.224]. Additionally, voice assistants can provide access to various audio and video materials in English, such as conversations, songs, audio-books, and more. This enables users to study the pronunciation of native speakers and enhance their skills.

The most convenient and straightforward way to practice is by using specialized mobile applications such as LearnEnglish Sounds Right, Speak English Pro, ELSA Speak: English Accent Coach, Speak English Pronunciation, and others. In some cases, you can even “train” a specific accent or variant of a phonetic norm (for example, American English [15]). These apps utilize speech recognition technologies to assist with the correct pronunciation of English words and phrases. They can offer voice exercises, analyze pronunciation, and provide recommendations for improvement.

In conclusion, let’s address the advantages and disadvantages of using artificial intelligent tools in foreign language education. An analysis of contemporary scientific literature focused on the subject reveals the following key disadvantages of AI-based applications. Firstly, artificial intelligence lacks purely human qualities such as morality, empathy, and the desire to provide friendly support, which many learners need to maintain motivation for their educational activities. Secondly, as noted by E.Sh.Shefieva, artificial intelligence is incapable of generating intuitively correct responses to learning situations and life scenarios [11, p.87]. Thirdly, there are risks associated with the unauthorized use of personal information and potential hacking of computer systems.

The key advantage of artificial intelligent systems in English language education is the individualization and personalization of learning. For instance, in a university setting, the number of participants in an English language study group can vary from 10 (in language-focused universities) to 20 (in non-language-focused universities), making it challenging for a teacher to tailor their approach to each learner. AI-based remote English language learning platforms enable each student to work at their own pace. They automatically identify problematic aspects and generate tasks that are specifically designed to address these gaps.

Another important advantage of intelligent platforms and applications is the provision of instant feedback. Typically, the heavy workload of teachers prevents them from promptly reviewing students’ work or providing test and assignment results within 1–2 days after submission. As E.Sh.Shefieva notes, “When students work hard on an important test, waiting for results can be stressful. When they see their mistakes a week later, they might not remember how or why they made them” [11, p.88]. In a distance learning scenario, when questions arise, learners often have to wait for the teacher to be “online” to ask their queries. Moreover. Students would not typically feel comfortable reaching out to their teacher during off-hours or on weekends. In contrast, the “machine” can evaluate knowledge levels immediately after receiving a response from the students.

The absence of empathy and “human-like” qualities in artificial intelligence, which we previously identifies as a drawback, can, in certain situations, turn into positive aspects of a virtual tutor. In cases where a learner makes a mistake, they might feel awkward or even fear about how their teacher and/or classmates will react. Artificial intelligence, on the other hand, cannot criticize, express skepticism or judge. Moreover, some modern systems are programmed to offer words of encouragement and support to the learner. Even the most basic cliches and words of encouragement from machine intelligence can have a positive impact on student’s academic performance and motivation. Some specialists make quite futuristic predictions that artificial intelligence, embodied as an online assistant or even materialized as an anthropomorphic robot, will soon be able to provide authentic voice, gesture, and facial expression-based emotional transmission and mentorship recommendations [2, p.4].

Finally, a significant advantage of implementing intelligent systems in English language education will be the transformation of the educator’s role. Contrary to radical claims that machines will soon entirely replace university instructors, it’s unlikely that artificial intelligence will be able to transform national education systems to such an extent. Nevertheless, the teacher’s role as a source of knowledge will evolve into that of a moderator, curator, or someone who only adjusts the educational trajectory rather than walking through it with students. This, in turn, will increase the emphasis on independent work, which is, in fact, already happening today.

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