The article examines the advantages and disadvantages of using artificial intelligence (AI) and chatbots in the process of teaching foreign languages. Key advantages include personalized learning, accessibility, flexibility, and the ability to practice speaking without fear of assessment. Chatbots provide instant feedback and use a variety of learning resources, which makes the learning process fun and interactive. Also, the introduction of game elements (gamification) increases students' motivation, and AI analyzes their progress and helps adjust the learning process. However, among the problems, the template-based responses of chatbots, the limited use for students with a low level of language proficiency (A1), and the reluctance of some students to replace the teacher with AI, especially at the initial stages of learning, are highlighted. The article emphasizes the importance of balancing the use of AI and traditional pedagogy to achieve optimal learning results.

Keywords: artificial intelligence, chatbots, foreign language learning, digitalization of education, personalized learning.

In recent years, artificial intelligence (AI) and chatbots have become important tools in the field of education, especially in language teaching. They offer many opportunities to improve the learning process, making it more personalized, accessible, and interactive.

We have identified the following advantages of chatbots in language teaching:

1. Personalized learning: AI allows you to tailor the learning process to the individual needs of students. AI-powered platforms can analyze the student’s knowledge level and suggest tasks that match their skills and interests. This contributes to a deeper assimilation of the material, as students receive exactly the information they need to develop.
2. Accessibility and flexibility: chatbots provide 24/7 access to learning materials. Students can practice the language anytime and anywhere, which is especially convenient for those who combine studying with work or other responsibilities. This eliminates the need for a fixed schedule, typical of traditional classrooms.
3. Speaking Practice: one of the main obstacles in learning a foreign language is the fear of speaking. Chatbots can simulate dialogues, allowing students to practice speaking without the fear of being judged. This helps to overcome the language barrier and increase students’ confidence.
4. Instant Feedback: AI solutions can provide instant feedback on students’ answers, allowing them to quickly correct mistakes and consolidate knowledge. This feature significantly improves the learning process, as students can immediately see the results of their efforts and make the necessary adjustments.
5. Diversity of Resources: chatbots can use various learning formats — text, audio, video. This helps to maintain students’ interest and makes the learning process more fun. In addition, the variety of formats allows students to develop different skills: reading, listening, and speaking practice.
6. Gamification: integrating game elements into foreign language learning helps increase students’ motivation. Chatbots can offer games, quizzes, and other interactive tasks, making learning more interesting and promoting better learning.
7. Progress Analysis: AI can track student progress by analyzing their interactions with the platform and test results. This allows identifying students’ strengths and weaknesses, providing the data needed to optimize the learning process and plan further learning.

However, there are some problems with using chatbots in teaching a foreign language:

1. Students are not always ready to replace a teacher with a chatbot. Despite studies in which scientists have shown the effectiveness of using chatbots in developing students' foreign language speech skills, many students express a general unwillingness to replace a teacher or educator with artificial intelligence. The results of a sociological study by S. Yun showed that the attitude towards using chatbots in teaching depends on the age of the students [1, p. 34]. In particular, the scientist claims that primary and secondary school students, who are more dependent on the explanation of new educational material by the teacher, are less inclined to use chatbots in teaching. High school students and university students are more inclined to transfer some of the teacher's functions to artificial intelligence. In our opinion, it should be separately noted that chatbots, having linguodidactic capabilities for organizing foreign language communication, should be used to a greater extent for students' foreign language practice outside of class time. The teacher, in turn, continues to act as a key organizer of the educational process in the classroom, an assistant and an expert in the field of a foreign language, helping and creating conditions for students to learn, educate and develop.
2. Most conversational chatbots are aimed at students with a foreign language proficiency level of A2-B1. Some scientists argue that, despite the linguodidactic potential of chatbots, this program is not universal and cannot be used with every student. In their work, E. Adamopoulou and L. Mousiades argue that the key condition for the effectiveness of the methodology for teaching foreign language speech communication based on chatbots is the level of proficiency of students in a foreign language [2, p. 50]. With a language proficiency of A1, students will not have enough language and speech tools to understand foreign language statements reproduced by the chatbot. With a foreign language proficiency of B2 or higher, students are already able to communicate at a high communicative level and do not need additional foreign language practice with a chatbot. In this regard, the most suitable audience for working with artificial intelligence dialogue systems are students with a language proficiency level from A2 to B1. In addition, chatbots that work exclusively on voice input are often unable to understand students if they make too many phonetic errors or speak with a strong accent. One possible reason for this is the fact that most virtual assistants are designed to understand the speech of native speakers and are not able to recognize strong accents and dialects.
3. Stereotype and limited set of phrases used by the chatbot. Most researchers working with dialogue systems of artificial intelligence note that at the present stage, chatbots are characterized by monotony and lack of emotionality in statements. In his work on the use of the Replika chatbot for teaching students’ foreign languages, F. Chakmak emphasized that students find it much more interesting to interact with live interlocutors than with artificial intelligence, due to the richer semantic content of their remarks [3, p. 45]. A dispute may arise with a real interlocutor in the process of communication, in which, as we know, the truth is born. Live interpersonal communication is characterized by spontaneity, argumentation of arguments and emotional coloring of the statement. Chatbots are programmed to solve certain limited communication tasks, which explains the fact of stereotyping in their responses and constant agreement with a person regardless of the topic of conversation.

Artificial intelligence and chatbots open up new horizons in teaching foreign languages, making it more accessible, effective and fun. With their help, students can receive a personalized experience that meets their needs and allows them to develop at a comfortable pace. In the future, we can expect further implementation of AI technologies in educational processes, which will make language learning even more effective and fun. Chatbots are one of the modern programs developed and operating on the basis of artificial intelligence technologies of natural language and machine learning, which can be used in teaching pupils and students foreign language oral and written speech activity. At the same time, as the study shows, chatbots have both objective advantages and raise controversial issues in teaching a foreign language.

References:

1. Yun S. Sociological study of students' attitudes towards the use of chatbots in teaching foreign languages ​​// Journal of modern pedagogy. — 2020. — No. 5. — P. 34–40.
2. Adamopoulou E., Musyades L. Using chatbots in teaching foreign languages: linguodidactic potential // Bulletin of linguistics. — 2021. — No. 3. — P. 22–29.
3. Cakmak F. Chatbots and their role in the development of students' communicative skills: experience of using Replika // Journal of digital pedagogy. — 2022. — No. 6. — P. 45–51.