Возможности искусственного интеллекта для разработки учебных и оценочных заданий по иностранным языкам

Преподаватель XXI век. 2024. № 1. С. 137–154.

Bogolepova S., Бабасян Е. Р.

Nowadays digital instruments based on artificial intelligence are increasingly used by professionals in different spheres. This study analyses the potential use of a specialised digital platform and a chat-bot  for the design of language learning and assessment tasks. We focus both on the wording of close-ended and open-ended tasks, and the language material included in these tasks. Though the instruments under consideration mostly coped with task design, their potential turned out to be rather limited. Multiple-choice tasks targeted the same skill lacking variation; they did not imply an in-depth analysis of the text. The generated language material offered accurate authentic contexts; however, considerable revision was needed. The same held true for the wording of the tasks. As for open-ended tasks, the chatbot turned out to be a more universal instrument than the specialised platform. Unlike the platform, it successfully generated a variety of essay topics of different types and complex creative tasks. At same time, the bot required a well thought-of and formulated request, so it took some time to experiment with the instructions. To conclude, digital instruments based on artificial intelligence can assist language teachers in task design; however, the quality of those tasks will heavily depend on how methodologically accurate the teacher’s instructions and revisions are. 

Keywords: искусственный интеллект, задания открытого типа, задания закрытого типа, чат-бот, разработка заданий, open-ended tasks, chatbot, artificial intelligence, language task design, wording of tasks, close-ended tasks, формулировка учебного задания