The present study aims to investigate the impact of integrating artificial intelligence (AI) technologies into teaching Russian as a foreign language (RFL) from the perspective of educators. Employing a mixed-methods research design, the study utilized several methodologies, including a teacher survey, an analytical-descriptive approach to data interpretation, and the development and evaluation of AI-based interventions. The study sample comprised 120 RFL instructors from three public universities in Kazakhstan. Preliminary findings revealed a considerable awareness among teachers regarding various AI technologies, such as chatbots, voice assistants, the ChatGPT neural network, educational platforms, gaming applications, and task design tools. Nonetheless, the practical utilization of these technologies varied significantly, with only a subset of teachers incorporating them into their regular teaching practices. The study culminated in the development of a conceptual framework for AI-driven educational interventions, incorporating platforms such as Coursera, Moodle, Open EdX, and eFront; game-based applications including Duolingo, Talk2Russia, and Russian Verbs Pro; and task creation tools such as Kahoot! and Quizlet. Following the integration of these interventions into the curriculum, post-implementation evaluations indicated that teachers generally perceived the tools as effective, with the average effectiveness rating surpassing 4.0 out of 5.0 across all assessed categories. The findings of this study have practical applicability; they can be used to enhance professional development programs for teachers of the Russian language and to formulate strategies for the integration of AI technologies into language education within the Central Asian region.
Keywords
Computer-assisted language learning; Digital education; Innovative technologies; Large language models; Virtual environment
