ARTIFICIAL INTELLIGENCE ASSISTANTS IN MASTERING PROFESSIONAL TECHNICAL TERMINOLOGY

Abstract

The article explores the potential of artificial intelligence-based tutors to improve foreign language proficiency in the technical university context, with a particular focus on students' acquisition of professional terminology. The researchers have used a flipped learning that combines artificial intelligence-based tutors with traditional classroom instruction, to facilitate the learning of complex technical concepts. Understanding these concepts is essential for effective communication, comprehension, and professional success. Combining artificial intelligence tutors with human teachers maximizes the benefits of both approaches. The literature review reveals the advantages and limitations of artificial intelligence instructors in language learning. Data quality and ethical considerations are also paramount as AI tutors deliver a personalized learning experience and keep students engaged.

Additionally, research shows the importance of interpersonal relationships in developing communication skills. The preparation process to study professional terminology with emerging technology in ‘flipped learning’ environment includes five key components: diagnosis, strategic goals, content and internal organization, and evaluation. To collect data, the researchers have used a mixed strategy that included a survey (60 students) and teachers’ interview (30 professors). This study was prepared to provide information about the progressive and effective education system at Kazakh British Technical University by understanding the expectations and limitations of artificial intelligence tutors, ensuring that students of technical specialties gain the language skills necessary to succeed in the global world.