The Pedagogical Potential of Integrating Artificial Intelligence into the Development of Foreign Language Communicative Competence among Students of Non-Philological Majors

Abstract

The article examines the pedagogical potential of integrating artificial intelligence (AI) technologies into the development of foreign language communicative competence of students majoring in non-philological specialties. The relevance of the study is determined by the digital transformation of higher education, the growing use of intelligent digital technologies, and the need to prepare future professionals capable of effective foreign language communication in international and professional contexts. It is substantiated that traditional approaches to foreign language teaching do not always provide a sufficient level of individualization, communicative practice, and immediate feedback, which necessitates the search for new pedagogical tools. The study identifies that the pedagogical potential of AI lies in its ability to create a personalized learning environment, adapt learning tasks to students' language proficiency levels, model authentic communicative situations, provide instant feedback, and support independent learning. Particular attention is paid to the possibilities of generative AI for developing speaking, writing, professional vocabulary, dialogic and monologic communication, as well as students' ability to formulate reasoned arguments in a foreign language. It is established that for non-philology students, the most promising application of AI involves professionally oriented communicative scenarios closely related to their future fields of study and professional activities. The article substantiates the necessity of distinguishing between the technological capabilities of AI and its pedagogically appropriate use. It proposes that AI integration should be based on the principles of communicative orientation, personalization, professional relevance, academic integrity, critical evaluation of AI-generated content, and preservation of the leading role of the teacher in organizing the educational process. It is emphasized that AI should not replace authentic foreign language interaction but should function as an educational tool that expands opportunities for communicative practice and learning support. The study concludes that pedagogically grounded integration of AI can enhance students' motivation to learn foreign languages, diversify communicative learning activities, and contribute to the formation of comprehensive foreign language communicative competence required for successful professional activity in a digital and globalized environment.