INTEGRATION OF CHAT BOTS INTO FOREIGN LANGUAGE EDUCATION

Abstract

The article is devoted to the study of the effectiveness and impact of the integration of chatbots in the field of foreign language education. Using a multifaceted research approach incorporating theoretical and empirical methods, the study is conducted through a thorough literature review, surveys, and experimental analysis. The study, conducted with the participation of teachers and students at Kazakh universities, is aimed at revealing the dynamics and patterns associated with the assimilation of chatbots into the pedagogical landscape of language learning. The research begins with a detailed study of current trends in the development and widespread use of ChatGPT and Duolingo Super chatbots. 134 teachers and 237 students took part in the study. The results obtained reveal various possibilities for integrating chatbots into the practice of teaching a foreign language, in the context of educational technologies. An analysis of the survey shows that 82% of teachers who took part in the study emphasize a noticeable increase in student motivation associated with the reasonable inclusion of chatbots in the foreign language educational process. This encouraging result encourages further research and deeper analysis of the effectiveness of chatbots. In order to gain a comprehensive understanding, an experiment was designed and conducted with 25 students, which revealed significant improvements in both oral and written language skills, accompanied by a noticeable increase in motivation levels. Analysis of these results confirms the significant potential inherent in chatbots not only to enhance the foreign language learning experience, but also to stimulate motivation among foreign language students. Also, the obtained results convince us of the need for improved integration of chatbot technologies into the field of foreign language education, emphasizing the urgent need to continue scientific research on their optimal use in various educational contexts.