ARTIFICIAL INTELLIGENCE IN FOREIGN LANGUAGE TEACHING: A COMPARATIVE STUDY OF TECHNICAL AND HUMANITIES TEACHERS’ APPROACHES

Abstract

The introduction of artificial intelligence (AI) into the educational process has also impacted foreign language teaching. New opportunities have opened up for personalizing the learning process and developing new professional skills. It is notable that teachers' attitudes toward AI integration may vary depending on the specific specialty they teach. Therefore, we aimed to compare the views of English language teachers from several different universities on the integration of AI into the educational process. The study assessed teachers' awareness, indicating the frequency and form of AI use in teaching practice. The benefits and risks associated with AI implementation were also identified. The data allowed for quantitative analysis using SPSS 26 statistical software and hypothesis testing. Qualitative analysis was conducted based on responses to open-ended questions (Google Forms questionnaire). A total of 58 English teachers from M. Auezov South Kazakhstan Research University, and Central Asian Innovative University in Shymkent, participated in the study. The results showed that English teachers majoring in the humanities value AI as creative and linguistic support. They recognize AI as an assistant in communication and the development of intercultural competence. Teachers majoring in engineering view AI as a structured mechanism for knowledge optimization, automation, and an emphasis on an individualized approach to learning. While both groups of respondents differed in their approach to using AI, their opinions converged on other aspects: interactivity, timesaving, and personalization. This study contributed to a deeper understanding of how teaching specific student groups reveals teachers' attitudes toward AI integration. Findings highlight the need for professional development programs, ethical principles, and methodological frameworks to ensure the effective and responsible AI usage. The practical implications of the study provide valuable insights for curriculum developers and teacher educators regarding AI-based innovations in language teaching.