THE ROLE OF ARTIFICIAL INTELLIGENCE IN TEACHING ESP STUDENTS
DOI:
https://doi.org/10.5281/zenodo.20226061Keywords:
Artificial Intelligence, ESP, digital learning, language teaching, professional vocabulary, AI tools, blended learning, student motivation, technology in education. IntroductionAbstract
This article discusses the importance of using Artificial Intelligence (AI) technologies in teaching ESP (English for Specific Purposes) students in higher education institutions. Today, digital technologies are becoming an essential part of modern education, especially in foreign language teaching. AI-based platforms and applications provide teachers and learners with innovative opportunities to improve language skills, increase classroom interaction, and create student-centered learning environments. The article analyzes the benefits of integrating AI tools such as ChatGPT, Grammarly, and Quizlet into ESP classes. Furthermore, it explains how AI technologies support vocabulary acquisition, professional communication, independent learning, and motivation among ESP students. The paper also highlights the role of teachers in effectively implementing AI tools in language education.This article discusses the importance of using Artificial Intelligence (AI) technologies in teaching ESP (English for Specific Purposes) students in higher education institutions. Today, digital technologies are becoming an essential part of modern education, especially in foreign language teaching. AI-based platforms and applications provide teachers and learners with innovative opportunities to improve language skills, increase classroom interaction, and create student-centered learning environments. The article analyzes the benefits of integrating AI tools such as ChatGPT, Grammarly, and Quizlet into ESP classes. Furthermore, it explains how AI technologies support vocabulary acquisition, professional communication, independent learning, and motivation among ESP students. The paper also highlights the role of teachers in effectively implementing AI tools in language education.References
Hockly, N. (2012). Digital Literacies. ELT Journal, 66(1), 108–112.
Motteram, G. (2011). Developing Materials with Technology. Cambridge University Press.
Richards, J. C. (2015). The Changing Face of Language Learning: Learning Beyond the Classroom. RELC Journal.
Warschauer, M. (2011). Learning in the Cloud: How (and Why) to Transform Schools with Digital Media. Teachers College Press.
Heidari Tabrizi, H., & Onvani, N. (2018). The Impact of Employing Telegram App on Iranian EFL Beginners’ Vocabulary Teaching and Learning. Applied Research on English Language, 7(1), 1–18.
Motteram, G. (2011). Developing Materials with Technology. Cambridge University Press.
Richards, J. C. (2015). The Changing Face of Language Learning: Learning Beyond the Classroom. RELC Journal.
Warschauer, M. (2011). Learning in the Cloud: How (and Why) to Transform Schools with Digital Media. Teachers College Press.
Heidari Tabrizi, H., & Onvani, N. (2018). The Impact of Employing Telegram App on Iranian EFL Beginners’ Vocabulary Teaching and Learning. Applied Research on English Language, 7(1), 1–18.
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2026-05-16
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How to Cite
Tukhtaeva, S. (2026). THE ROLE OF ARTIFICIAL INTELLIGENCE IN TEACHING ESP STUDENTS. Academic Research in Modern Science, 5(17), 145-147. https://doi.org/10.5281/zenodo.20226061
