Olga A. Plakhova

The relevance of the research is conditioned by the increasing role of English as an instrument of international communication in the scientific and technical sphere and the necessity to improve the efficiency of its learning by engineering students. With the rapid development of artificial intelligence technologies, there is a need to study their potential for improving the English language learning process, especially in terms of enlarging specialized vocabulary and developing professional communication skills. This article is devoted to the study of the educational potential of artificial intelligence in the context of teaching English to students majoring in engineering. The aim of the study is to analyze and evaluate the effectiveness of using artificial intelligence tools to improve the level of English language proficiency among students of technical universities. The following approaches were used in the research: systematic review of scientific literature, analysis of existing educational platforms and applications based on artificial intelligence, pedagogical experimentation with the use of various artificial intelligence tools (e.g. chatbots for language practice, automated essay evaluation systems, personalized learning programs) in the process of teaching engineering students. The effectiveness was evaluated by means of comparative analysis of the results of control and test works, as well as by analyzing the feedback from students and teachers. The results of the study demonstrate that the integration of artificial intelligence tools into the educational process helps to increase students' motivation to learn English, improve their learning of specialized vocabulary, develop their listening and speaking skills, and build their confidence in using English in their professional activities. In addition, artificial intelligence can provide a personalized approach to learning by adapting learning materials and the pace of learning to the individual needs of each student. Theoretical significance of the study lies in the systematization and generalization of practical using artificial intelligence in teaching foreign languages, as well as in the development of a theoretical model of integrating artificial intelligence tools into the learning process for students of technical specialties. The practical significance of the work lies in the development of specific recommendations on the use of artificial intelligence tools in teaching English to students of technical universities, which can be used by teachers, developers of curricula and students themselves to improve the effectiveness of learning. The results obtained can be used to improve existing methods of teaching English and to develop new educational resources with the use of artificial intelligence technologies.