A methodical model of teaching students foreign language written interaction and mediation based on practice with chatbots

The current stage of development of the higher education system is characterized by a period of fundamental changes caused by a complex of interrelated processes. The contradiction between the didactic potential of AI-based chatbots and their fragmented use in the educational process becomes obvious. The purpose of the study is to develop a methodological model for teaching students foreign language written interaction and mediation based on practice with chatbots, which will overcome the indicated contradiction. The main problem that the methodological model is aimed at solving is the lack of speech practice in classroom learning, where interaction is often artificial within the framework of the thematic content of training and limited in time.

Research Methods. To achieve the research goal of developing a methodological model, a set of theoretical (analysis of scientific literature) and empirical methods (modeling method) was applied.

Definition of Concepts. The key concept is the methodological model of teaching. Among the main characteristics of the methodological model, it is necessary to single out purposefulness, consistency, hierarchy, adaptability and diagnosability.

Results and Discussion. A methodological model of teaching students foreign language written interaction and mediation based on practice with chatbots has been developed. The methodological model is an integrated structure consisting of five blocks: 1) prerequisites that exclude the requirements of regulatory documents, social order and didactic contradictions; 2) the target block designating the purpose of the study – the formation of skills of written interaction and mediation; 3) a theoretical block represented by personal-activity, competence, communicative-cognitive, systemic and axiological approaches, as well as a system of didactic, general methodological and particular methodological principles; 4) a technological block represented by organizational and pedagogical conditions, organizational forms, methods, means and content of teaching; an evaluative and effective block, including criteria and assessment indicators, as well as learning outcomes.

Conclusion. The conducted research has shown that the developed methodological model is aimed at resolving the systemic contradiction between the didactic potential of AI technologies and the actual practice of their use. The methodological model is aimed at the system integration of chatbots into the educational process. The research perspective is related to the testing of a methodological model within the framework of experimental learning.